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The access test becomes more difficult the older the student gets. if they can't test out at a young age, it becomes hard to pass.

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Speaking is continually growing- developing.

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Writing falls mainly falls into "developing." This is interesting to recognize because several students are "beginning" in reading and "developing" in writing. I need to find ways to work from the positive/strengths.

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Speaking for sure. I think that students feel comfortable speaking in their native language to their friends and they dont practice as much at home.

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Most students score at the beginning level in reading. A large majority of my assignments require reading, so I need to think about how to accommodate them. Also, I know that Google does not translate correctly, so the information may not be helpful. They are at a disadvantage to native English speakers in class.

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Speaking is so difficult. It can be very intimidating to talk in class.

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Speaking . I feel many students don't feel as confident while learning to speak. Many pretend they can't speak English until they feel comfortable around the teacher or students.

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Speaking and Reading seem to be the weakest. Students may not be required to speak in English, and speaking isn't typically a requirement for most assignments in class.

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Listening. Students are surrounded by English everyday and can pick it up. Listening helps develop their other skills.

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Listening is the most vital language domain.

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Sometimes this is due to lack of motivation regarding school. Their primary focus is often on life outside of school and working to help pay bills at the high school level. Also, many students may have learning disabilities that go undiagnosed as teachers often believe the struggle is language specific.

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I believe this is likely due to a lack of effort on the test. They may not see the importance or benefit of passing the test. I know many students who communicate and write very well in English but have not tested out of the program yet

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I believe it is listening because using creating those auditory connections of words with similar noises is easier than remembering/learning the odd nuances for spelling within a language.

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Listening. Being able to pick on English by having conversation with peers on a consistent basis is very beneficial.

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Lack of motivation and/or lack of support. Some students do not see a benefit in performing well on the assessment and do not try.

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The majority of students score beginning or developing in speaking. I think it could be intimidation to speak to the computer on the test combined with a lack of effort to use English when it isn't absolutely necessary. For example, many students make friends with other Spanish speakers and ask them for help in class rather than asking the teacher in English.

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The majority of our EL students are scoring between entering and developing. They lack background in speaking both conversational and academic English. Implementing speaking targets/goals and encouraging student use short phrases and vocabulary regularly in the academic setting.

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Most of our students appear to be around the entering/developing stage. Speaking will come with time and exposure, as will anything else. The benefit is that in most courses, students are still able to find ways to demonstrate mastery in other forms that don't require spoken response.

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Developing. Students may struggle to communicate their thoughts in class or to ask for specific help as needed.

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Possibly entering and/or developing. Again, many students struggle with writing in their first language, let alone in English.

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Either entering or developing. This is similar to reading - many of the students have lower-level writing skills from their previous schooling, which makes it hard for them to jump into harder classes and meet the higher criteria.

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I think most students are entering or developing. I think the reasoning for this is similar to the reason for the reading scores.

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I think most students are scoring in the beginning level. Some students start school here with a low reading level in their own language, depending on their educational background. This certainly has an impact on their reading skills in English. We should implement vocabulary strategies on a regular basis

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At first glance, it appears that most are scoring low in reading. This is possibly due to the fact that many of them come in with low reading comprehension skills in their first language. Lack of academic background. Students will likely struggle with work completion in any course.

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Beginning level. This is likely impacted by the fact that they come to Collins with lower reading levels in their own language.

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Speaking seems to be the weakest domain. I've found that many EL students don't speak English unless they have to. They may be practicing this skill less in general, but they also may be intimidated or embarrassed to speak English into the computer on the test.

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Speaking. Many students don't give their best efforts in speaking and are intimidated (?) by the computerized testing.

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Speaking is the weakest. To be honest, I feel like it's primarily because students do not like to speak to the computer and do not give their best efforts.

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Listening. Students are practicing this daily and it is key to developing the other skills.

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Listening! Students listen to English at school all day, so this is the skill they use most often

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Listening. Students are accustomed to hearing the language everyday and it is an inactive skill possession in comparison to others.

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Listening. This is usually the first stage in acquiring a new language.

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Listening. Students are listening to English everyday, and they pick up on it the more they are surrounded by it.

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Listening seems to be the strongest because the majority of the students are in 3-6 range.