Post-MATS Testing Conferences Build Partnerships
By Deborah Douglas

Research suggests that the needs of our brightest students can be best addressed when families and schools work together. Thus, when the ACT, SAT and EXPLORE test results arrive in the spring, it can be very useful for families to request an individual conference with their local MATS (Midwest Academic Talent Search) coordinator. At this meeting, the student's coordinator can listen to concerns, offer suggestions, and provide resources. Conferences can help students reflect on the testing experience, help parents understand their student's scores, and help everyone begin the process of discussing appropriate educational options available both in and outside schools.

To prepare for the meeting, parents should work with their child to make a list of their questions and what they hope to get out of the meeting. Some questions might be: What do all the scores mean? What does the school plan to do with the scores? What can we as a family do to help our child succeed? What should our child do to maximize his or her potential? What's next?

Parents who are requesting a conference should consider suggesting a meeting agenda. A successful post-testing meeting usually has three main components: processing the testing experience; understanding the test results; and planning for the future.

1. Processing the testing experience

The best place to begin is with the student and his/her experience on test day. Questions to discuss should include: How does the student feel about the testing experience? Was it stressful? Exciting? Long? Did any sections seem particularly difficult? Easy?

2. Understanding the test results

The second part of the conference focuses on the test results. Most students and parents want to know what their scores mean in relationship to those of other students. Coordinators can work with families to highlight data from the CTD Statistical Summary (part of the MATS spring mailing) and put the numbers into perspective. Creating a simple chart can provide a meaningful context and means to compare scores to those of other local, state, and national participants:

Statements such as, “In math, you scored better than 59% of the top students in the eight-state area” are often reassuring to students who are accustomed to scoring 100% on regular classroom work. After reviewing the statistics, it is important to ask the student if the MATS assessment agrees with what they already know about themselves as learners. If this is one “snapshot” of his or her abilities, what does the whole “photo album” say about him or her?

3. Planning for the future

With this fuller picture in mind, the third part of the conference can focus on appropriate educational opportunities for the student. The Center for Talent Development recommends three levels of options for students, depending on their test scores (more information about these Service Category levels can be found in students' and coordinators' MATS materials):

• Service Category 1 students' needs can usually be addressed in differentiated classrooms.
  
• Service Category 2 students may require accelerated course sections, honors courses, special counseling groups, and co-curricular activities.
  
• Service Category 3 students should also have access to independent study, mentorships, individual counseling, and subject or grade acceleration.
  

While not all districts have options for gifted students in place, families and coordinators can determine what does exist in the community, and begin to lay out an individual plan for the child. These documented needs may help parents advocate for additional programming or locate resources elsewhere, such as through distance learning or summer programs.

Even if the school can offer no additional programming, it may be able to assist with providing resources. Some of the things families may consider requesting include:

• Any brochure, policies, or information on gifted and talented programs published by the district
  
• Secondary school course of study bulletins
  
• Any resources for parents and students, such as books, articles, or websites
  
• Information on parent groups focused gifted/talented issues
  
• Recommended reading lists
  
• Local summer opportunities.
  

Coordinators and parents should work together to help students recognize that they themselves are the key players in assuring that school is interesting and challenging; children should play an active role in their education. The Gifted Kids Survival Guide: A Teen Handbook offers great suggestions for ways that children can take charge of their own education, including “10 Tips for Talking to Teachers.”

Finally, coordinators and families should address any other concerns, requests, and suggestions. Not everything needs to be settled at this conference; rather, this is the beginning of an on-going conversation aimed at helping the child achieve his or her educational goals. All MATS participants, no matter what their scores, can use the MATS testing experience to understand their strengths and take charge of their own education.

Reference:
The Gifted Kids Survival Guide: A Teen Handbook, rev. ed. Galbraith, Judy; Delisle, James R.; Espeland, Pamela. Free Spirit Publishing: 1996.

Deborah Douglas has been active in gifted education for 18 years, first as a teacher and then as coordinator of the EXCEL Program in Manitowoc, Wisconsin. Her professional interests include differentiation of instruction and gifted students' self-advocacy. She was named 2001 G/T Coordinator of the Year by the Wisconsin Association for Talented and Gifted. For more information on her district's approach to MATS conferences, contact Douglas at douglasd@mpsd.k12.wi.us.