My first suggestion would be to talk to the teachers and suggest ideas they can implement instead of weekly quizzes. If they are dead set on the quizzes, they need to be adapted to better fit the students needs, offer to help them out with adapting them. If that still doesn't work, I'd talk to the administration.

I would first ask if classroom teachers could get the assessment prior to administering it to students. The purpose would be to identify the skills assessed. This would enable me to differentiate instruction to meet the needs of the EIP students that I serve. If they are constantly failing then they are clearly not learning. As an EIP I would modify my instruction as well as the assessment to meet their needs. Another key would to be plan assessments with classroom teachers as well. I know that collaboration occurs with instruction but assessing is commonly overlooked. I would be sure that collaboration is occurring in all aspects of the classroom.

Explain to your colleagues that they should be teaching which questions were missed on the quiz, because these students obviously aren't understanding the material. Creating small groups that meet to go over these missed questions and practice a similar one would be helpful to the students.

I agree that the first step would be to have a conversation with the other teachers about your concern. Working with the teachers to make a change in either the assessment or the instruction method being used would be of great benefit to the students.

Allow them to take the assessment home (after the grade has been recorded) and rework the ones they missed. Break the test down to one problem each day at the beginning of the day. Work one problem each day at the beginning of class and either model or let one of the students work out the problem, teaching the class as they go. Perhaps they could take just a few of the problems on the test at the end of class. Each day they do a few more until all of the problems are done and then on the day of the test, they have to review the answers they have chosen and check themselves before turning it in.

I had a similar situation with the ESE students from my Algebra 1 class. The ESE associate needs to talk to the regular math teacher and let her know that ESE students will not be able to complete these lengthy assessments. The teacher needs to make the necessary accommodations such as deceasing the number of problems that the students will solve, reading the word problems to the students, and providing extra time. Putting the ESE students in a situation like that is unfair and it will directly affect their self-confidence.

The way that I would monitor learning without so many assessments would be to do exit tickets that weren't 'quizzes' but still monitored the same learning the quizzes did. Students may not be as discouraged this way, and the teacher would still get the information they need.

I think bringing this up to other teachers should be your first step. I would let them know you think this might be an area of concern. I would also have a suggestion in place. Maybe even offer to help them.

I have no idea the reason for creating and implementing weekly quizzes. I believe there is a reason for the weekly quizzes. However, I do know students need to succeed and with success comes motivation. Students who are at risk need to feel as if they can pass a quiz and complete school assignments. Creating assessment that ensures students can pass will help students stay motivated. I would try to create tests that assess students mastery of content being covered in class as well as provide scaffold help within the test to ensure they can pass. No one like to fail at everything they do.

I was an Early Literacy Interventionist a few years ago and experienced a situation quite similar to this. I ended up going to one of the teacher lesson planning meetings and the student's classroom teacher and I were able to come up with a variation of the same quiz she was giving in class for me to give the student during his small-group time. I was able to assist him immediately if he had any questions while doing the quiz and saw his grades steadily improve over the school year.

Maybe there is a way that you can give practice sheets for homework before the assessments are given each week.

I would directly address the concern with the math teachers. They should understand that your students require additional instruction and time. Perhaps administer the quiz after two weeks of instruction and compare the data/scores from those taken after only one week of instruction. If the results are much better, present your findings and ask the other teachers to allow you additional time and instruction before quizzing.