I think that it would be important to first note the areas where Ingrid has scored in above average and well above average in comparison to others her age or grade. I would explain that in reading comprehension and science, Ingrid scored equal to or better than 90% of her peers and reiterate what an academic accomplishment this is. She has also scored high in the area in social studies. Next, I would note her areas for improvement. Although she scored average to above average in math concepts, this is still an area that could use some more attention. Lastly, I would explain the below average scores in spelling and math computation. Because she scored equal to or better than about 37-39% in each of these two areas, I would stress that these would be areas for which we could set individual goals for improvement. One thing that I would note when speaking with Ingrid's grandmother is that these are general results and do not speak to Ingrid's accomplishments in each of these areas. There may be positive accomplishments or achievements in these subjects/areas that I could note (gathered or noted beforehand). If possible, I may also have prior years' scores to make some comparisons about her progress in the last few years.
I might note a few ways that Ingrid's grandmother could assist in her improvement in these areas. First, I might stress the need to provide a positive and supportive environment at home in which to do homework, read and study. I might note studies or findings or give specific examples so that she could best know how to support her. For example, quiet study time each night for long-term success or healthy, hearty breakfasts on test days (really, every day). I would also work with her to develop some goals for extra work/help at home that she feels confident that she could manage with Ingrid. She may feel more comfortable assisting with spelling than with math computation or concepts. I may suggest that she could work through a word list with her every week but that she allow Ingrid to work with an after-school peer tutor to improve her math skills. Lastly, I may gather extra study materials/resources for at-home practice in Ingrid's areas of improvement. It would be imperative to form both long and short-term goals and objectives (and incentivizing, if possible) and make certain that Ingrid and her grandmother were invested in her improvement.
First of all, I agree with the beginning of your blog when you speak about telling Ingrid's grandmother the difference between a norm-referenced and criterion-referenced assessment. By telling Ingrid's grandmother the difference between these assessments, she could understand what Ingrid's scores on this particular test truly "mean".
ReplyDeleteNext, I liked how you said that you would praise and talk about Ingrid's strong points on the testing first before you expressed concern. This shows that you believe in Ingrid's academic abilities and that you support Ingrid in the classroom as well.
I am not sure that you would want to talk about the home environment with Ingrid's mother. This may be a touchy subject for her and also might offend her if you make her feel that Ingrid's home environment is not up to par. As teachers, we cannot change the environment that students live in. Try to word your feelings about the type of environment Ingrid needs in a way that does not talk about Ingrid's home personally. Maybe hint about the kind of support Ingrid needs and what types of support you give Ingrid that work for her during class time.
I love that you would provide materials for Ingrid to take to her home to improve her academic skills. Since we do not know the financial status of Ingrid and her grandmother, providing these materials helps Ingrid if she does not live in a financially stable environment at home.
Last, I would like to suggest that you may want to collect some data on Ingrid's performance in spelling and mathematics. Collecting data in these subjects will help you to see the particular elements that Ingrid struggles with in each subject. This ultimately will help you decide what you will provide to Ingrid to improve her scores in mathematics and spelling.
I like how you would first explain the difference between norm-refferenced and criterion- referenced assessment to Ingrid's grandmother. I also liked how you would use last years scores to compare to current scores. This is a great idea.
ReplyDeleteI agree with Gabrielle about home environment being a touchy issue. We as teacher may not be able to change the students home environment, but we can may the school environment as pleasant as possible.
I would suggest letting Ingrid's grandmother see some of the work Ingrid has done in class and struggles with and go over it with the grandmother. The allow her to take it home and have Ingrid correct what she has missed.
I am also on board with your introduction to the differences in norm-referenced and criterion-referenced assessments. This is something that I didn't really think about when considering information to include in my meeting with the grandmother. This can really be helpful, so that her grandmother understands exactly what is being measured. I also liked how you added that you would gather resources for at-home practice to provide her grandmother with assistance her venture to help Ingrid improve. These suggestions/ideas paired with other adequate communication ideas, make up a great potential solution for Ingrid's academic obstacles.
ReplyDelete