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My student’s strength is Reading (6). Area(s) of need are Writing (3.3) and Speaking (3.1). Something I might do to improve speaking is utilize sentence frames to scaffold elaboration on content discourse (defend using evidence).

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My student's strength is listening(3) and his areas of need are writing (1), reading (1), and speaking (1). Something I might do to improve reading/writing is to provide pictorial or graphic representation of the language of the content areas along with text. I can support speaking by pairing him in either mixed or primary language ML groups in class.

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My student's strength is listening(3) and his areas of need are writing (1), reading (1), and speaking (1). Something I might do to improve reading/writing is to provide pictorial or graphic representation of the language of the content areas along with text. I can support speaking by pairing him in either mixed or primary language ML groups in class.

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My student's area of relative strength is Reading (2.3). His area of concern is Speaking (1). I can support his speaking by focusing on yes/no questions, repeating words and short phrases, and naming everyday objects. I can also support reading and writing by providing translations of the vocabulary word with the definition in English.

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My student's strength is listening. They scored a 5.6 in 2024. This fits with their behavior in class! They do great with notes and tests. Their speaking is the lowest score with a 3.5. This also makes sense because they are super shy!

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Scores from the most recent ACCESS assessment completed in January 2024 indicate A's current level of English proficiency and areas for targeted support. She demonstrated strong listening skills, achieving a scale score of 446 with a proficiency level of 6, suggesting she comprehends spoken English at an advanced level. However, her overall scale score of 362 (3.6 proficiency level) and literacy scale score of 350 (3.2 proficiency level) indicate a need for continued development in academic reading and writing.

Her reading score of 367 (3.0) and writing score of 332 (3.3) suggest she benefits from structured supports to build comprehension and written expression. Her speaking score of 337 (3.2) shows emerging proficiency in verbal communication, indicating that she may need additional opportunities to practice expressive language skills in academic settings.

Recommended WIDA Supports:
To support A's continued development in English, the following accommodations should be considered:

Auditory Supports: Reinforce understanding through verbal repetition and small-group discussions.
Graphic Organizers: Support comprehension of complex texts and writing organization.
Sentence Starters and Word Banks: Assist in constructing responses in both verbal and written tasks.
Pre-Teaching Vocabulary: Provide exposure to academic language before reading assignments.
Text-to-Speech and Speech-to-Text Tools: Facilitate access to content and written expression when appropriate.
Alexandra demonstrates strengths in listening and is making steady progress in English proficiency. Continued instructional supports in reading and writing will help her reach higher levels of academic success.

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My student is low in all areas but especially speaking. Her relative strengths are reading and literacy. Good to know. Her listening skill level is also low.

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I have several Level 1-Level 3, and I realize how important it is to have a variety of levels (DOK) for those students.

Level 1- Matching Activity with vocab/photos/words

Level 2- Fill in the blank notes for Flow Chart (problem solving)

Level 3- Use partner activities to allow students to explain step by step instructions for solving various problems

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My student mostly scores in the "Entering" range for many categories. I will continue to provide written and oral resources in their preferred language. However, to help advance their English language skills I will facilitate multilingual conversations with them and partner them with multilingual peers who she is comfortable learning with.

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My student's is listening. They need additional support in reading/writing. I can provide additional supports in these areas and give more direct instruction in a spoken manner.

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My student has been in the district since first grade and is still at a developing level. Her average score is a 3.5. I'd be interested to see where the missing pieces for her lie.

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B's strength is listening and struggles with reading. This means I need to check in right away when students are sent to do worksheets or after a vocabulary lesson. Face to face speaking to her is going to make a much larger impact than providing notecatchers and slideshows. She is very capable when talking and I have assumed this translated to the rest of the language interaction but in fact it is ranked by less than half.

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B's strength is listening and struggles with reading. This means I need to check in right away when students are sent to do worksheets or after a vocabulary lesson. Face to face speaking to her is going to make a much larger impact than providing notecatchers and slideshows. She is very capable when talking and I have assumed this translated to the rest of the language interaction but in fact it is ranked by less than half.

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My student's strength is writing but its still low. Also I notice that over all her scores are 1 for most of them. She speaks English most of the time and I don't think that date is very accurate in her case.

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My student’s strength is in Reading (2) and their biggest weakness is in writing (1.2). The fact that my student scores highest in reading is good since they are in a history class. However, I can definitely provided more translated primary source documents that we use into their language while also provided the English version for them to practice with. We do a lot of writing in history class, too, so to help with that I can provide more sentence frames/stems for them to build off if when responding to questions.

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My student's strengths are writing (2.2) and her area of need is speaking (1.4). I have noticed her strong writing skills, especially this semester. However, her speaking and confidence in asking questions as become an area of strength in my eyes.

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My student has 6s in listening and writing, and 4s in everything else except speaking, where they have a 1.8. She does great work in class but early on in the semester asked me to avoid calling on her because she feels uncomfortable talking. 

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My student has 6s in listening and writing, and 4s in everything else except speaking, where they have a 1.8. She does great work in class but early on in the semester asked me to avoid calling on her because she feels uncomfortable talking. 

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My student is a 3 overall but Speaking (1.7) and Reading (2.6) are lower. This does track with what I see in class. He has been in SVVSD since Kindergarten and is now in 10th grade. Could something else be going on?

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Student Areas of Strength: Listening Speaking(4)

Opportunities for growth: Reading/Writing 2ish

I want to continue to encourage students with these same challenge areas to explain their ideas in words AND writing. I also want to work on having students with these same need areas read instructions/problems and identify what they need to do to get started.

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My student's strength would be his listening listening score for ACCESS. His score is a 5.3. An area that he can improve on would be his speaking ACCESS score which is 1.8.

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My student has been in SVVSD since Kindergarten and their scores range from 2-3.4. This shows how all students learn at different paces. Their best is listening, and their worst is speaking. I can definitely see some of this in their work, but it seems like something else might be going on.

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My students listening score is her highest, indicating "emerging" in this area. She is partnered with another Spanish speaking student, and often asks her for clarification/what they are working on. She does not work with other students/independently often, and I realize that the 1.9 writing score and the 2.2 reading score mean that supporting her with only Spanish versions of assignments is not necessarily enough. If I had a way to identify more/other fluent Spanish speaking students in class, I think she would find more success and feel more connected.

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My student's lowest score is writing. The classwork indicates an ability to write cohesive sentences and put ideas together but not in an overly sophisticated manner. I will encourage them to speak more to clarify ideas as they write.

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My student is a 3.5 overall.  His strength is in Reading (4.2) and weakness is in speaking (1.8).  His writing is decent with a score of 3.3.  For this type of student, I think getting feedback from them on interpretation of others' art would be better in writing than verbally. To help with speaking, I could push beyond yes/no responses and ask them to clarify meaning.

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My student is a 3.5 overall.  His strength is in Reading (4.2) and weakness is in speaking (1.8).  His writing is decent with a score of 3.3.  For this type of student, I think getting feedback from them on interpretation of others' art would be better in writing than verbally. To help with speaking, I could push beyond yes/no responses and ask them to clarify meaning.

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My student has yet to show any reading or writing scores results on IC. The results in Science and Math were low... indicating that the mixed results show a need for frequent check ins. I have often asked specific questions on translate versus "do you have any questions or need help" with prompts. Using the detail's in questions really helps me to see where I can help support.

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My student's strongest area is listening, and the weakest area is speaking. Some things that could be helpful to improve their speaking would be asking WH- questions to clarify meaning, and having them describe objects and events.

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To support my dually identified student, I will provide scaffolded speaking opportunities, such as sentence stems, think-pair-share, and choral responses, to build confidence and fluency. Visual and multisensory supports like picture word banks, gestures, and graphic organizers will help reinforce comprehension. I will also integrate literacy strategies, including audio models, echo reading, and recorded practice, to strengthen his language skills. Creating a safe and encouraging environment with extended wait time, small group discussions, and growth-focused feedback will further support his progress. By differentiating based on his specific needs, I will help him develop both his language and academic skills effectively.