Problem:
When meeting with Alberto's parents, I would begin the conversation with empathy, respect, and an understanding that immigrating to a new country comes with many adjustments. I would explain that my goal is not to judge Alberto's abilities, but rather to understand how we can best support him academically. I would also acknowledge that the educational system and testing practices in his home country may be very different from those in the United States. Because of those differences, I would reassure his parents that one achievement test does not define their son's intelligence or potential. Instead, I would ask what educational experiences Alberto had before coming to the United States and whether there are any cultural, language, or family factors we should consider. I would also ask, "What can we do to help?" My focus would be on connecting the family with resources such as English language support, tutoring, academic interventions, or other services that could help Alberto become successful. As counselors and educators, I believe it is our responsibility to meet students where they are and provide the support they need to thrive (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014). When discussing Alberto's achievement test, there are several details I would intentionally include or exclude. First, I would exclude any interpretation that reflects cultural or linguistic bias because assessments should never unfairly disadvantage students based on their background. Need Assignment Help?