15.1 & 15.2

(15.1) Turn to p. 559 in Ormrod’s text.  Now, imagine that you are meeting with Ingrid’s grandmother today to explain her scores on the recent standardized achievement test pictured at the bottom of p. 559.  What will you tell her about Ingrid’s performance? her strengths? her weaknesses? Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? 

(15.2) Even though this is not a criterion referenced test, if Ingrid’s grandmother asks you what she could be doing at home to help strengthen Ingrid’s skills, what will you suggest? Provide at least three areas where the grandmother could help Ingrid.


I would start my conversation with Ingrid's grandmother by trying to make her feel as comfortable in my classroom. I would start by introducing her to my classroom and what kinds of things we do as a class and how Ingrid fits into the classroom dynamics by saying how Ingrid positively fits into the social aspects. I would then sit down with Ingrid's grandmother and explain the recent test. I would explain as best I could what the test was testing and how the scores work. I would explain how the percentiles, percentile bands, stanine results and how she can read them. I would also be honest with her grandmother and explain that standardized tests can show strengths and weaknesses, but do not show the child in a comprehensive manner. Also, standardized tests can induce test anxiety and a pressured by the school systems. 
I would then examine the test results by explaining Ingrid scored between average to well above average in math concepts, social studies, science and reading comprehension. Ingrid scored below average on spelling and math computation.  If Ingrid's grandmother asks me what she could be doing at home to help strengthen Ingrid's skills, (1) I would suggest reading with Ingrid every single night. I would try to encourage full inclusion into books. I would also try having them writing creative stories. If Ingrid comes across a word in a book or one of her writings, then she should circle it and see if she spelled it correctly in the dictionary. There are also spelling flashcards and workbooks that I could personally suggest or let Ingrid check out of my classroom. I would also tell Ingrid's grandmother that this test does not diagnose any problems. I would show her Ingrid's classroom work and give my  own personal opinions based on Ingrid's classroom history. 
(2) I would end the meeting with Ingrid's grandmother by encouraging constant communication with me. I would also suggest Ingrid's grandmother to read any notes, pamphlets and her assignment book. This would keep her more in the loop with what's going on in the classroom. (3) One more thing I would suggest for Ingrid's grandmother to do at home would be to work on her math computation. I would suggest work books for math and extra work for her to do at home.