Holly DeFranco 15.1 and 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?

After exchanging some small talk to help ease the possible tension and allow Ingrid’s grandmother to relax, I would then begin by explaining the purpose of the recent achievement test and how it is used to give us, as educators, a broad sense of what Ingrid has learned from what she has been taught.  One of the goals is to help us look at and plan for instruction.  Furthermore, they help us to compare to students elsewhere and give us a gauge of student progress overtime; allowing us to be aware of any potential problem areas.  That said, I would explain that with any tests scores there are margins for error and that is important to look at the whole picture when discussing a particular child’s learning.

I would then move on and focus on Ingrid’s strengths in which she is well above average in her reading comprehension, science and social studies.  I may provide actual classwork that could further elaborate on her advanced understanding of those particular areas.  This would also be an opportune time to share any positive stories of Ingrid with regards to her school work and ability.  I think these steps would help to ease Ingrid’s grandmother’s potential concerns and further demonstrate genuine care of and support in Ingrid’s learning.

Finally, after explaining the test and discussing Ingrid’s strengths, I would provide her grandmother a graph explaining Ingrid’s stanine scores, as described with Figure 15.13 or Ormrod’s text (p.588). I would first, reflect again on Ingrid’s above average stanine scores with reading comprehension, science and social studies.  I would then address the subject areas in which she scored “average to above average” in math concepts and “average to below average” in math computation and spelling.  I would remind Ingrid’s grandmother that there is a margin of error with these text scores but we may want to pay particular attention to these areas to ensure that Ingrid doesn’t fall below average and strive for better understanding.  I would then provide examples of Ingrid’s school work in these areas to try to understand specific areas or concepts she may be struggling with.  I would again stress our primary goal as wanting to help Ingrid learn and achieve success in all she does.

After discussing the specific scores, I would offer Ingrid’s grandmother strategies she may use to help strengthen Ingrid’s skills (which I will mention below in question 15.2).

In closing, I would thank Ingrid’s grandmother for meeting with me to discuss Ingrid’s test scores.  I would also stress that she can feel free to contact me if she has any other questions or concerns and provide her my contact information. 

(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.

In discussing Ingrid’s test scores, it is obvious that she has great strengths in reading comprehension, science and social studies.  Although, spelling doesn’t seem to be hindering her reading comprehension, it is an area in which Ingrid scored average to below average.  I would suggest to Ingrid’s grandmother to be sure to practice her spelling words.  Her ability to write them, spell them orally and even recognize correct spelling in text as she may have to in the standardized spelling assessment, would help to strengthen this subject area.

Ingrid also needs to focus on math concepts and computation to make sure she is understanding the material necessary to advance.  Again, any opportunity in which she could practice those skills would only be beneficial.  It may also be beneficial to collect a portfolio of her math work to try to identify if there is a particular area or concept Ingrid may be struggling with.

I would also suggest test taking strategies that may help Ingrid, particularly encouraging her to get a full night’s sleep before the next test and eat a good breakfast. 

Above all, I would explain to Ingrid’s grandmother the need to be encouraging (not to say that she isn’t) but just to reiterate how important it is.  And also to communicate with me if she has any other questions or concerns.