Chapter 15

To begin my meeting, I would start by explaining to Ingrid's grandmother what a standardized test measures.  I think it would be helpful to distinguish between norm-referenced and criterion-referenced assessments so that she was aware that this particular assessment was measuring Ingrid in specific areas in comparison to other students and not necessarily according to her mastery of a specific subject area.

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.