ESOL Assessment Findings for
A Day in the Life of Student A
Imagine going home and not having conversations with the people around you. Imagine your only opportunity to converse with others being in your fourth grade classroom. These are examples of what A Day in the Life of Student A would be like.
Student A is surrounded by Spanish speaking family members only, and still is not fluent/proficient in Spanish. Student A is surrounded by English speaking classmates, and is not fluent/proficient in English either. It has been determined that Student A has NO Language.
I'm left wondering, "How can I help build Student A's language?" "Should we start building in English or Spanish first?" "What is the best solution for Student A, to help them attain proficiency?" Unfortunately, I am left with no direct answer or time to make this happen.
Let me ask you, "What would you do?"
Assessments Used with Student A
This particular assessment was given to Student A to determine areas of growth and remaining gaps. I gave this assessment to Student A after spending several hours over time focusing on specific areas of need. After analyzing the results of this assessment, I found growth in areas we focused lots of time towards, and found specific areas still needing intense interventions.
QPS (Quick Phonics Screener)
This particular assessment was given to Student A as sort of a starting point after talking with Maria, our ESOL Instructional Coach. I had been working with Student A for a couple weeks on intense interventions, but I wasn't seeing the improvements I was hoping to see. I took her my concerns and she suggested I assess Student A using the QPS. I did and found that Student A is functioning between a first and second grade phonics level. With this data, I was able to focus in on specific areas of need during our intervention time.
This is the traditional form we use in our district to evaluate and check our students reading fluency and comprehension on a regular basis. We use this to monitor and track progress or regression. It was with this assessment that I noticed very large gaps with Student A, and took it upon myself to begin to make the change, and take the time to help close these gaps through intense interventions.