This document discusses using the Steps to English Proficiency (STEP) resource to assess and support an English language learner named Ryan. It examines Ryan's current abilities and areas for improvement. There is some disagreement among teachers about which STEP level is the best fit for Ryan. Key discussion points are raised around using initial, ongoing and formative assessment to accurately place Ryan on the STEP rubric and differentiate instruction. Suggested strategies are provided to support Ryan's development in reading, writing and oral skills. Pros and cons of the STEP resource are discussed, emphasizing that it provides a starting point but the student's experience is multidimensional.

1. Task Collaboration Inquiry
and STEP Presentation
Ryan McCarthy
(student: “Ryan”)

2. Where is the learner now?
• Ryan has a variety of strengths which include:
• His ability to orally respond to simple or adapted written texts
• His ability to read and follow both written and oral instructions (even those that consist of multiple steps)
• His ability to locate meaning in written texts
• He excels in writing and reading when having been pre-taught and re-taught vocabulary
• He effectively brainstorms within group contexts
• His use of both Tier 1 and Tier 2 words in his writing
• His use of familiar learning strategies to organize and structure his written work
• He effectively asks follow up questions to seek clarification in areas of confusion
• Ryan has a few Areas of improvement which include:
• Further developing the complexity of his oral responses (regarding sentence structure as well as the use of Tier 3 words)
• Further developing his understanding of English conversational norms and incorporating them into his daily speech patterns
and conversations
• Further developing the use of a variety of simple, compound, and complex sentences to compose linked paragraphs
• Further develop his use of Tier 3 words and descriptive language to elevate his writing
Reading
Writing
Oral

3. Using the OLB where would Ryan be placed in
reading, writing and oral strands?
• In a secondary context:
• Reading:
• Meaning 3 - Demonstrate understanding by responding to simple or adapted texts Read and follow instructions consisting of a few steps for a
variety of tasks.
• Form and Style 3 - Locate information, using some text features in a text without visual support
• Fluency 4 - Read and understand low-frequency words, academic words and descriptive language Determine the meaning of unfamiliar words,
using context and a variety of vocabulary strategies.
• Writing:
• Organization 3 - Generate ideas with peers, using familiar strategies; Sort and organize ideas and key information, using a familiar organizer
• Form and Style 2 - Write a short paragraph, using simple compound sentences and high frequency words on a familiar topic
• Conventions word choice 3 - Choose key subjectspecific words to write about a topic
• Conventions sentence structure 2 - Write compound sentences, using and, but, and or
• Revising 3 - Use teacher- and peerfeedback to edit writing Use classroom resources and simple strategies to revise writing
• Oral:
• Listenning 3 - Respond to a simplified oral text Follow multi-step instructions Sort and organize key information in an oral text into
teacherselected categories
• Speaking grammatical accuracy 2- Use pre-taught and high frequency vocabulary in simple sentences Use simple conjunctions to join words and
phrases in speech Use high-frequency words with multiple meanings.
• Speaking purposeful communication 3 - Use conversational strategies to maintain fluency Ask follow-up questions to seek additional
information Self-correct or seek confirmation that a word or expression is used correctly

4. Ryan is proficient in mostly step 3, depending on the stem. I would therefore recommend Ryan
for ESLD.
My assessment differed from a few of my classmates. For example,
Lynn – ESLA
Anastasia – ESLB
Could this be because of our looking at different grade levels (they looked at primary/junior; I looked
at secondary)? My teaching experience is mostly grade 11-12 physics, so perhaps I have a different
approach to interpreting rubrics than some of my colleagues. In my interpretation, I matched the
student with the position on the STEP rubric that I felt matched the evidence, but perhaps teachers
more used to teaching language at an elementary level are more critical of fundamental gaps in
learning due their classroom experience.
It’s highly possible that with more information, we could all agree. Perhaps we need a few more
pieces of evident to position Ryan on the STEP ladder. Most importantly, a discussion around the
Ryan’s STEP level could help colleagues arrive closer to an accurate assessment. It’s possible my
colleagues noticed something I missed, and it’s possible I noticed something they’ve missed.

5. Initial assessment, AfL, AoL - Key discussion
points and helpful strategies:
• Lynn:
• "Initial / Midway Assessment: when student first comes in and at midway point, to see their
starting point and whether they have progressed and are emerging into the next level
• For/OF Assessment: In a few months maybe the teacher notices the student has moved up in
oral, but they could still be struggling with reading/writing, so the teacher would focus more
on those areas instead. Ongoing assessment and looking at the levels of Step can help
differientiate for students, and keeps the teacher aware of what to look for at various stages."
• Ruth:
• "The initial assessment of STEP is created using a family interview, oral reading and writing
samples as well as a math sample and any other observations from teachers and school staff.
(Steps to English proficiency-a guide for users p. 5) The STEPs can then be used as an
assessment tool throughout the school year (and throughout many school years) to support
teachers with creating a Record of Modification for specific subjects which can include
accommodations and modifications for each individual student."

6. What types of strategies can be used to support
ELLs in Reading, Writing and Oral strands for
students in ESL or ELD programs?
Again, there were a lot of good ideas discussed, so I'll highlight a couple I thought were especially useful:
• Lynn:
"ORAL - 4 Corners activity for discussion, small group work, make use of media to make connects in conversations
READING- Read Alouds, Daily reading, character reading (mostly in my ESL Drama class) peer/buddy reading, organizers throughout a
reading
WRITING - writing checklists, portfolios, interest based writing."
• Anastasia:
" Oral- Student-teacher conferencing
- Daily puzzles/riddles (example: have students guess the name of movies or books based on emojis)
- Think-pair-share activities (TPS)
- Create their own podcasts or have online interviews, submit audio recordings
- Have students read some or all of the Land Acknowledgments (something they hear everday + you can have further discussions)
Reading
- Independent novel study (student choice)
- Reading the news daily (can follow with having group discussions)
- Have audio books or audio recordings
- Encourage students to write down words they’re not familiar with and create a dictionary
Writing
- Daily journal writing
- Access to technology to assist with writing
- Use interactive online resources to help strengthen grammar and vocab skills (online games and quizzes)"

7. How can the STEP resource support you with
working with the student in the case study and all
ELL in the school?
• STEP resources are helpful in orienting teachers and learners as to
where we are now and where we are going next. STEP makes a clear
and descriptive pathway for language development. It is a framework
to begin communication between colleagues and a target with which
to guide assessment.
• This also makes it easier for teachers to agree and understand what
the student understands and how subject teachers and other staff can
help.

8. Discuss pros and cons of the resource and how you
use it (or will use it) in your school. What are the
biggest take-aways?
• Like many humanities rubrics, STEP uses ordinal and qualitative
descriptors that are subject to bias and subjectivity. It can be difficult,
especially when you are rooting for a student, not to see the best in
them. From this exercise, it is clear that different teachers may arrive
at different conclusions, but STEP can help clarify what is meant by
each level. I think it's important to remember that the assessment is
only a "2-dimensional" starting place for what will be a "4-
dimensional" student experience. Over time, as relationships develop,
student goals emerge, family dynamics evolve, and the human who is
the learner finds out who they are, the STEP resources are only a rap-
sheet or backdrop to what develops.