Colorado Quality Standard 4: Student Portfolios
I collect various types of student data and keep a running file of their work. I keep a portfolio containing AIMSweb scores, ACCESS test scores, writing samples, standardized test scores, and transcripts. Collecting all of this information helps ensure that we have enough information to know if students are improving in the areas of reading, writing, listening, and speaking skills. I also keep track of student credits and content area grades to ensure that they are on track to graduate, as many of these students do not have parents who fully understand the education system in the U.S. These portfolios are also beneficial in demonstrating a students’ learning and increasing confidence.
The collection of multiple types of data demonstrates a full analysis of student learning, development and growth, and enables me to improve my practice (Element A). The ACCESS scores definitely enable me to focus more on one area of English for each student, whether it be reading, writing, listening, or speaking. The transcripts, or credit reports inform my scheduling of academic classes for students each year. Writing samples help me determine what areas of writing students need to show improvement in, and standardized testing provides reading levels for my students, which enables me to match them with books that are the correct level for them. All of this information comes together to help me instruct students in a more personalized way that caters to his or her individualized needs.
Keeping portfolios and test information organized for each student is not an easy task, but this organization is essential for productive instruction. There is so much test data now that organizing it all can be overwhelming. That said, having all of this information right next to my desk at all times has been a lifesaver. Whenever I have a question about a student’s performance in a particular area I can find the answer immediately. Additionally, having the ability to show a student their work from two years ago can immediately demonstrate their learning and achievement. It is easy for English Learners to have low self-esteem, but showing them their progress really helps in this area.
The collection of multiple types of data demonstrates a full analysis of student learning, development and growth, and enables me to improve my practice (Element A). The ACCESS scores definitely enable me to focus more on one area of English for each student, whether it be reading, writing, listening, or speaking. The transcripts, or credit reports inform my scheduling of academic classes for students each year. Writing samples help me determine what areas of writing students need to show improvement in, and standardized testing provides reading levels for my students, which enables me to match them with books that are the correct level for them. All of this information comes together to help me instruct students in a more personalized way that caters to his or her individualized needs.
Keeping portfolios and test information organized for each student is not an easy task, but this organization is essential for productive instruction. There is so much test data now that organizing it all can be overwhelming. That said, having all of this information right next to my desk at all times has been a lifesaver. Whenever I have a question about a student’s performance in a particular area I can find the answer immediately. Additionally, having the ability to show a student their work from two years ago can immediately demonstrate their learning and achievement. It is easy for English Learners to have low self-esteem, but showing them their progress really helps in this area.