Below you will find the progression of individual students through their work. You will also see the work of a student who met and a student who did not meet my expectations.

What really impressed me with I.D.'s gain was the fact that he exceeded my expectations with the thesis statement and concluding statements. He used his own ideas and obviously didn't use the example I gave them. He has grasped the element he missed completely in the pre-assessment.

If I were assessing the students on the language standard, D.I. would have gotten a 1.5 out of 4. I should note though, that he isn't an ELD student, but his first language is Russian and that is the language the speak at home, so if you put that into consideration, D.I. has a pretty good understanding of the English language. 

The reason I chose to show you H.E.'s work is because her improvement was huge. I do not have the example of her practice essay to show you, but her paragraphs in that practice were five sentence's and lacking clarity. I am showing you just one of her paragraphs because she did a great job on it. Her paragraph on the memior "Field Trip" wasn't quite as good, but still met my expectations. In the paragraph I scaned for you, H.E. clearly shows clear improvement. She used transitions to move from each main idea effectively, she used much more details and her organization is perfect. It may not be the best essay in the class, but it show great improvement on H.E.'s part. She came in after school for help on her graphic organizer, and I think that helped a lot. I should note, that H.E. is one of my students who is not in any ESOL classes, but it is noted in her student account that her first language is spanish and at home, spanish is spoken language. When she came in with her parents for conferences, they had a translator with them. I can assume that my printed out notes, visuals, manipulatables, and frequent check-ins where effective for H.E. She also worked really hard on this, and I am proud of her for doing so.

N.T. did not meet my expectations on the post-assessment. His essay is above with the score he received. This is the student I previously spoke of who did has an emotional IEP and who lost his graphic organizer before class on Friday (the day they were to write their essays). I had told him that he could take it home and bring it in after the break, that I could help him after school, and after break I gave him another chance, but N.T. was pretty discouraged about loosing his graphic organizer. The above is what I could get out of him. His practice essay, which I do not have a copy of because I turned it back to him and he didn't want to give it back, was well done. He had the correct organization and great details. In this case, I wish I could have been his teacher for a longer period of time. I would have assessed him differently and I'm sure his grade would have raised. He was a great student, and I wish I had a representation of his improvement. This shows me how important it is to know the needs of your students. If N.T. was still my student, I would also hold onto his work for him, or give him a folder that he liked to keep all his work in.