Consider MaThan Nu

Think back to MaThan Nu, the student mentioned earlier ...

• Speaks a dialect of the Karen language with her family, but no reading or writing skills in her native language
• Diagnosed with Emotional-Behavioral Disorder and shows levels of hyperactive and impulsive behavior that are higher than expected for age and grade-level peers
• Most recent scores on state content tests show that she has yet to reach proficiency in reading and mathematics
• Most recent scores on English language proficiency tests show that she has yet to reach proficiency in reading and writing

What are some potential strategies for presenting MaThan Nu’s assessment results to her family?

When meeting with MaThan Nu’s family, how might educators explain the effects of MaThan Nu’s English language and disability-related needs on her assessment scores?