Pull-out? Differentiation? Push-in? Whole class? Schoolwide math? What is all of this and how does it affect my child?
These are great questions. I had a conversation recently about the types of information we are collecting as teachers about the students in class. The concerns were valid, the questions were poignant, and the confusion was genuine. So I thought I'd dedicate this blog entry to information and assessment.
No matter the student, a test score is a test score. It is one piece of information. It doesn't matter if the child is identified as gifted, is a special education student, or both, or neither. A test score is one indicator of ability or potential, one indicator of achievement or aptitude. It's something, but it's one thing. To base an entire year's education off of one test score would be unethical and unprofessional.
We are acquiring multiple pieces of information on our students - from pre-assessments in specific units of math, to oral reading fluency, to interest surveys to find strengths. We want input from parents, and would like to get their viewpoints on how their child "does school". Can a child be brilliant in algebraic concepts but struggle in reading comprehension? Absolutely. Does the struggle in reading comprehension diminish the talent in algebraic concepts? No - to the extent the child can understand the question being asked of him. Can a child be absolutely brilliant in all core curicular areas and not do any work whatsoever in school? Yes. And teachers need to have this information so they can adequately plan for both the academic and affective needs of the students in their classrooms. Can a child have a fabulous vocabulary and NOT be identified "gifted"? Yes. Is it a good thing that the teacher understands that the child has an advanced vocabulary? Yes! That particular child may need materials that have more advanced vocabulary, and it would be wise to know (as a teacher) that this child picks up new vocabulary words quickly.
The parent questionnaire sent home last week to HB families was designed for teachers to get more information than can be seen on a homework assignment or on a standardized test. But the questionnaire goes beyond "academic giftedness", and I sincerely hope that all who read through the questionnaire can understand that. Questions about creativity and imaginative play brings out strengths in the creative and artistic endeavors that children will be exposed to in school. Questions about frustration with written tasks help teachers understand more why some students don't show what they can really do when writing. Questions about concern for others or things "being fair" show empathy. Questions about perfectionism help us as educators better understand motivation and how it relates to actual products created by ALL students. These questions are not meant to cull certain students or to put students into groups. They are sincere questions meant to better understand the whole child - for it is only then that we can truly reach them where they are.