ELL Student Evaluation Paper
Jane is a second grade ELL student. The results from her first grade End of Year (EOY), assessments demonstrated the following data. Jane’s data for NWF (Nonsense Word Fluency) was 52, whereas the benchmark goal was 58. Consequently, her fluency score was a 42, the recommended goal was 47. The DIBELS accuracy component illustrated the need for additional support, as Jane scored 88% when the goal was 90% for the end of first grade. Jane did score slightly above grade one expectations on the WWR (Whole Words Read), scoring 17 whereas the target goal was 13. Jane’s retell score was 20, however the EOY goal was 15. Therefore, Jane’s End of Year (EOY), grade one comprehensive scores demonstrated a need for strategic instructional grouping.
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Two assessments have been administered since the onset of grade 2, the San Diego Quick Assessment and the Reading Interests Survey.
Based on the San Diego Quick Assessment, Jane appears to be below her grade level expectations. Her independent level results were between a pre-primer and a primer. Her instructional level demonstrated a primer/grade 1 due to 100% correct on the pre-primer, 9/10 correct on the primer, and 6/10 correct on the grade 1. She appears to have decoded using the beginning visual cues, rather than using more advanced strategies. For example, “thank” was read as “think.” The word “spring” was read as “surprising.” Furthermore, Jane’s responses on the Reading Interests Survey showed Jane enjoys reading, preferring to read rather than watching a video game or play computer games. Jane’s responses to open-ended questions needed to be reworded for clarification. Three out of seven responses did not answer the question. Her reading interests are limited and needed definitions for some genres. The reading experience section illustrated Jane was unclear about the expectations, as she needed several prompts to elicit an answer. She does reveal watching “a lot” of television when she arrives home from
school.
Two assessments have been administered since the onset of grade 2, the San Diego Quick Assessment and the Reading Interests Survey.
Based on the San Diego Quick Assessment, Jane appears to be below her grade level expectations. Her independent level results were between a pre-primer and a primer. Her instructional level demonstrated a primer/grade 1 due to 100% correct on the pre-primer, 9/10 correct on the primer, and 6/10 correct on the grade 1. She appears to have decoded using the beginning visual cues, rather than using more advanced strategies. For example, “thank” was read as “think.” The word “spring” was read as “surprising.” Furthermore, Jane’s responses on the Reading Interests Survey showed Jane enjoys reading, preferring to read rather than watching a video game or play computer games. Jane’s responses to open-ended questions needed to be reworded for clarification. Three out of seven responses did not answer the question. Her reading interests are limited and needed definitions for some genres. The reading experience section illustrated Jane was unclear about the expectations, as she needed several prompts to elicit an answer. She does reveal watching “a lot” of television when she arrives home from
school.