She is considered advanced proficient in the target language. Her listening and reading skills are higher than her writing and speaking skills. I focused on improving her writing skills since at the end of this year, students will be writing a two-page literary analysis paper in the target language. The larger summative assessment is an important check point for students before they move on to an Advanced Placement course or onto a college course in the target language.

There many ways on how I collected data to decide how my focal student was progressing in her writing skill. I formally assessed the student by collecting all student’s writing for each major writing assignment from the end of January to the end of March. I specifically looked at Lauren’s fluidity, grammar, and organization in her writing for each writing assignment. I used the same rubric to assess each formal assessment. The rubric focused on assessing organization, comprehensibility, grammar usage, and fluidity. There were four formal assessments that I used as benchmarks for Lauren. Most occurred after a few weeks of the previous progress monitoring check-ins.