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In our work with educators of English language learners (ELLs), we often find that there is a lack of resources in our field about how to equitably grade ELLs. This blog post offers some insights and ideas that we hope will spur further discussion.

First, we'll share the reason behind our focus on this topic, as well as a summary of challenges related to grading ELLs. Next, we'll give you a brief overview of related research before sharing our own recommendations developed in response to our research, which we call the Five Pillars of Equitably Grading ELLs. (You can find a related infographic on the SupportEd website.) We'll end the post by providing a space for you to share your thoughts, add some additional resources, and share some references with you.

Resources from Larry Ferlazzo

This post complements the following from Larry Ferlazzo:

We also produced a webinar with Larry, available on the SupportEd website (scroll down to "The Five Pillars of Grading ELs Equitably).

COVID-19 updates

For more information on grading equitably during COVID-19, see the following:

Why this topic?

As part of developing a blended ELL assessment professional development course for the Mid-State Regional Bilingual Education Resource Network in Central New York State, we were asked to create a component on grading ELLs. We thought our task would be straightforward enough, but once we started researching the topic, we found very limited resources specifically for ELLs.

In an effort to gather more information, we reached out to our online professional learning network. Diane posted the following questions on the Colorín Colorado Facebook page, the Advocating for ELLs Facebook page, and Twitter in early January 2018:
We're doing a little research on grading ELs at SupportEd. Could you please share your answers to these questions? 1. What are the challenges that you and your colleagues may have in grading ELs? 2. What are some strategies or tools that you find particularly helpful in grading ELs? 3. Do you have any exemplary EL-friendly report card samples you can share?
The responses were numerous and came quickly. Many of our online colleagues shared that they were also looking for guidance around this topic. We also took part in a Twitter #ELLCHAT on January 8 on the same topic with a similar response from colleagues around the country. (You can see a transcript from that Twitter chat by registering for a free account from Participate.com.) We'll summarize the top three challenges that we read about next. Please note we don't share answers to questions 2 and 3 since we incorporate some resources to address these questions in our Five Pillars.

Challenges from the Field

The challenges we saw most often were:

1. Issues with the structure and content of report cards: Teachers mentioned not having an ELL-specific report card, and they also mentioned not being able to adapt their curriculum or school report card so that the ELA skills graded are "on level". (Example: 4th grade beginner student failing ELA because she does not meet grade four ELA standards and is performing at a grade two level.)

2. Lack of validity in grading content: One comment was, "Sometimes a child's grades are just a reflection of how well the teacher taught to their learning style, rather than a true representation of what the child knows." Another colleague wrote, "Separating ELD from content knowledge! So integral to each other - how to assess accurately??" She noted these are listed separately on report card, but there is no tool to assess them.

3. Challenges with school or district policy: Often, educators commented that existing policies at the school and district level don't address the unique considerations inherent in grading ELLs, such as inflexible time limits for exemption from letter grades regardless of the students' language proficiency and educational backgrounds.

Synthesis of Research on Grading Challenges for Teachers of ELLs

The challenges our colleagues reported on social media are in line with what the research tells us, namely that there are many obstacles that may prevent ELLs from benefiting from equitable grading practices. Here we summarize some of findings from relevant research. Please note that this is not an exhaustive literature review!

Research shows that grading, even among teachers at schools with clear grading policies, is often inconsistent (Reeves, 2008; Seeley, 1994). This inconsistency can lead to inequitable grading practices and even failure for certain groups of students, such as ELLs (Waldsburger, 2012). Many teachers believe that report card grades should be based solely on students' mastery of grade-level content standards, which can be challenging for some students. Jung and Guskey (2012) note that while an ESOL teacher may complete a supplemental progress report for ELLs, that piece of assessment information does not often support the general education teacher in assigning grades.

Another obstacle in grading in general is that many classroom teachers feel uncertain about how to hold all students to the same expectations for performance as other students (Guskey, 2011). Teachers can find it challenging to differentiate instruction and grading for ELLs while trying to meet the needs of the other students in their classroom (Pawan & Craig, 2011). Even those teachers who are able to differentiate instruction may find it difficult to score learning tasks and assign grades based on differentiated student work.

Still another challenge that stands in the way of equitable grading for all students is the belief that grades should be used to identify and maximize differences among students (Guskey, 2011). Many teachers feel that there should be students who perform well and students who perform poorly, such as with a normal bell-shaped curve. Jung and Guskey (2012) share that teachers often grapple with questions of fairness, such as giving a passing grade to an ELL who did not meet grade-level content standards. However, Guskey (2011) notes that when teachers identify what they want students to learn and be able to do and when they do all they can to support students in meeting these goals, it is possible for all students to obtain high scores on academic tasks and thereby receive high grades.

The literature we reviewed notes several recommendations for improving ELL grading systems as a whole (e.g., Waldsburger, 2012). For example, one recommendation is not giving letter grades to newly arrived ELLs who are beginning to learn English. Another option is to provide narrative assessments only or use a system of pass, fail, and high pass that measures effort, language growth, and content standard mastery based on students' levels of language proficiency. Tomlinson (2001) suggests providing two grades for all students. The first would be a traditional, standards-based grade, and the second would be a grade based on an individual student's progress towards language and content learning goals. Similarly, several authors (e.g., Jung & Guskey, 2010; Tomlinson, Moon, & Imbeau, 2015) recommend three grades for differentiated classrooms based on a student's product (mastery of content), process (effort, motivation, and participation), and progress (improvement over time).

Our Recommendations: The Five Pillars of Equitably Grading ELLs

We drew from our colleagues' responses, the research we synthesized on grading ELLs, our review of best practices in ELL grading, as well as our own expertise in the field to create five recommendations for equitably grading ELLs. We call them the Five Pillars of Equitably Grading ELLs. For each pillar, we provide a few steps to incorporate that pillar. In defining and describing the five pillars, we fully realize how intertwined effective instruction and equitable grading are. You simply can't fairly grade ELLs if you haven't already positioned them to access the instruction of content.

Pillar 1: Identify the content and language standard(s).

In setting up a system in which ELLs can be graded fairly, teachers first need to define which content as well as language standards they would like their students to meet. Hand in hand with these two sets of standards go content and language learning objectives for ELLs based on these standards. We recommend that teachers share these content and language learning objectives with ELLs using "student-friendly" versions to the degree possible. Also, we recommend that teachers identify success criteria for ELLs in meeting the objectives, and share models of strong work samples with ELLs so that students are aware of teachers' expectations. Model work samples should also include models produced by ELLs at different levels of proficiency so ELLs can see themselves reflected in exemplary student work.

Pillar 2: Incorporate scaffolding to support ELLs in achieving the standards.

Depending on their level of English proficiency, most ELLs will not be able to access grade-level content standards without appropriate scaffolding. We recommend using three types of scaffolds in the areas of materials, instruction, and strategic grouping of students to work toward removing linguistic barriers for ELLs. In implementing scaffolds, we recommend you do so based on ELLs' English language proficiency level as well as individual ELL strengths and needs and also the demands of the particular lesson (Staehr Fenner & Snyder, 2017). In addition, we recommend that teachers set expectations with students for the gradual removal of scaffolding, as appropriate. ELLs should be aware that scaffolds are temporary and will be removed as they gain language proficiency and content knowledge and skills. Further, we stress that it's crucial for ESOL and content teachers to collaborate to determine appropriate scaffolds for their ELLs to meaningfully access content.

Pillar 3: Support ELLs' progress toward mastery.

We believe that grades should not be used punitively for any students, and especially not for ELLs who are already more inclined to drop out of school than non-ELLs. Therefore, we suggest providing ELLs sufficient time and opportunities for learning, such as offering " lunch bunch" and after-school opportunities to do schoolwork with guidance from teachers, tutors, or peers. In addition, we recommend focusing on ELLs' progress towards mastery as well as their achievement. It is important to underscore that we are evaluating ELLs' progress towards mastery, not just whether they have mastered the objective or not. In spite of careful scaffolding, all grade-level standards may not always be 100% achievable for certain ELLs. It may be more motivating for an ELL to recognize his or her progress than to see an achievement score alone.

Also, since many ELLs have responsibilities such as work and taking care of siblings outside of school, they may not be able to complete all assignments on time. Therefore, we recommend allowing ELLs to turn in some work late without penalty if they are in communication with the teacher about the unique circumstances. Moreover, late work may be a sign that an ELL is needing more support to be able to access the content, understand the directions, and/or complete the task. Finally, if homework is given, we recommend using it as an opportunity for non-graded practice.

Pillar 4: Assess ELLs' progress equitably.

In order to equitably assess ELLs, teachers need to design assessments and supports that allow ELLs to access and demonstrate mastery of content and/or language objectives. To equitably assess ELLs' progress, it is critical to also scaffold assessments (not just instruction) for ELLs based on individual ELL strengths and needs. For example, depending on an ELL's level of English proficiency, that student could be provided sentence frames, images, or a word bank to lighten the "linguistic load" of the assessment to be able to provide a more valid picture of what that student knows and can do in a particular content area. During instruction, ELLs should have ample classroom opportunity to practice with any scaffold that will also be provided during an assessment. Another aspect of equitably assessing ELLs' progress comes in the form of group work. While we recommend strategically grouping ELLs as a form of scaffolding instruction, for grading group work we recommend assigning individual scores instead of a group grade to students, including ELLs. In this way, individual students aren't penalized if all students aren't contributing equally to a particular group project.

Pillar 5: Involve ELLs, families, & colleagues.

We have often found that ELLs and their families do not have a full understanding of grade-level expectations, how grades are given, and what each section of a report card means. We advocate for explaining grade level expectations, the grading process, and report cards to ELLs in their home language whenever possible. In addition, ELLs and their families should be involved in the entire grading process, beginning the school year or their enrollment in school with an overview of what the grading expectations and processes look like. Such meetings are also a good time for ELLs and their families to set goals for their learning. Finally, while collaboration and co-teaching have been on many teachers' radar for some time now, co-grading may not be. We strongly recommend that ESOL and content teachers co-grade, collaborating to assign grades to ELLs on formative and summative assessments as well as discuss final grades on report cards. In that way, the level of collaboration will strengthen, and all teachers can leverage their expertise when it comes to ELLs.

Your Thoughts

While we offer our ideas on guidance around equitably grading ELLs, we also encourage you to share your thoughts here. If you have any samples of ELL-friendly report cards, grading policies, success stories, or additional considerations, please share them in the blog post comments!

Additional Resources

References

Guskey, T. (2011). Five obstacles to grading reform. Educational Leadership, 69(3), 16-21.

Jung, L. A., & Guskey, T. R. (2010). Grading exceptional learners. Educational Leadership, 67(5), 31-35.

Jung, L.A. & Guskey, T. R. (2012). Grading exceptional and struggling learners. Thousand Oaks, CA: Corwin.

Pawan, F. & Craig, D. (2011). ESL and content area teacher responses to discussions on English language learner instruction. TESOL Journal, 2(3), 293-311.

Reeves, D. (2008). Leading to change: Effective grading practices. Educational Leadership, 65(5), 85-87.

Seeley, M.M. (1994). The Mismatch Between Assessment and Grading. National Education Association. National Education Association. Retrieved from http://www.nea.org/teachexperience/ ask040326.html.

Staehr Fenner, D., & Snyder, S. (2017). Unlocking English learners' potential: Strategies for making content accessible. Thousand Oaks, CA: Corwin.

Tomlinson, C. A. (2001). Grading for success. Educational Leadership, 58(6), 12-15.

Tomlinson, C.A., Moon, T. and Imbeau, M.B. (2015). Assessment and student success in a differentiated classroom, Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.ascd.org/ASCD/pdf/siteASCD/publications/assessment-and-di-whitepaper.pdf

Waldspurger, T. (2012, March). A? B? C? Assigning meaningful grades for ELLs. Presented at the TESOL Convention, Philadelphia, PA.

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The Five Pillars of Equitably Grading ELLs

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How can teachers equitably grade ELLs? Learn more about challenges, related research and resources, and recommendations developed by the Diane Staehr Fenner, Jill Kester, and Sydney Snyder.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Gathering Evidence of Student Achievement

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Education Techniques (math and Technology) David Wees

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Education Techniques (math and Technology) David Wees

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I'm part of the design team for Chalkbeat's Great American Teach-Off and I'll be coaching one of the pairs of math teachers. From Chalkbeat: The event, to be held in March at the SXSW EDU conference in Austin, Texas, will build on live-format shows that celebrate the hidden craftsmanship in other professions - think Top Chef, Project Runway, and The Voice - minus the competition.

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Graphomotor Skills: Why Some Kids Hate To Write - The Center for Literacy & Learning

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Graphomotor Skills: Why Some Kids Hate To Write By Glenda Thorne, Ph.D. Description of Graphomotor Skills Handwriting is complex perceptual-motor skill that is dependent upon the maturation and integration of a number of cognitive, perceptual and motor skills, and is developed through instruction (Hamstra-Bletz and Blote, 1993; Maeland, 1992). While a plethora of information exists […]

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Lesson Design Institute Learn more about the Lesson Design Institute, where you will learn how you can support California educators in high quality lesson design to be shared and showcased with educators across the state. Learning Resources Classroom-ready materials from high-quality providers free for educators to blend with their own instructional strategies and share with students and peers.

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Small Shifts to Limit 'Teacher Talk' and Increase Engagement

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Guiding students to regularly direct their own discussions brings academic rewards as they gain confidence working independently on challenging tasks.

Teachers want students to reach high goals in the classroom, but Tori Filler, an elementary school literacy teacher in Brooklyn, believes that teachers often undermine themselves by taking the reins of the most important "doing" in the classroom. They might walk students through challenging parts of a lesson, or over-explain concepts that students should, ideally, grapple with on their own.

"As we all do our best to help students meet the high bars we set," Filler writes in Achieve the Core, "could it be that we're missing out on opportunities for kids to do the very work that will help get them there?" Putting the work in students' hands, Filler writes, "flexes the muscle" they'll need to tackle more challenging work on their own in the future and reap academic rewards.

While teachers cannot cede all control to students in a classroom, Filler advocates for a mindset shift that strikes a balance between teacher-led and student-led learning by reducing the amount of "teacher talk."

According to Filler, when teachers first try to integrate more student talk into the classroom, the discourse often resembles a Ping-Pong game between the teacher and one student at a time: "Teacher initiates question, student responds, teacher evaluates the response." Instead, she writes, teachers should integrate activities into their daily routines that create more of a "volleyball discussion" by "asking students to listen to one another and respond to each other's ideas before tapping the ball back to your side of the court."

Teaching What Good Discussions Look Like
Before implementing these activities, it's important for teachers to lay some groundwork for students by helping them better grasp what conversations among themselves should look like.

Discussion mapping is a useful tool that can help students ensure that everyone contributes-as Stephanie Toro explains,"In order to get students to respond to each other, it's not enough for individual students to feel empowered in their own voice; they must see other students as valuable contributors and listen to their voices as much as they would the teacher." A map of who speaks during a discussion should look like a spiderweb by the end, one that touches every student's name on a diagram of the room.

Tools to help students understand and practice productive classroom conversations are also useful. A " Progression of Talk " chart, for example, provides students with a series of steps they can take during a conversation to ensure that comments are relevant, build on what was previously said, and provide room for clarifying arguments, disagreements, and elaboration.

Once you have this scaffolding in place, you'll be ready to implement strategies to ensure that students are doing more of the talking-and heavy lifting-in your classroom.

Let Students Come Up With Ideas First
If you're asking students for their interpretations of a challenging text, or an answer to a thorny question, ditch the hand-raising, writes Filler.

Think-Pair-Share is a simple alternative that gets students dwelling on a particular topic or question and independently coming up with as many ideas or insights as they can. When working with a read-aloud text, for example, try posing specific questions related to the reading for students to think through.

Once they have an answer, or answers, have them pair up with a partner to compare notes and help each other identify gaps in understanding. "This gives all students the time they need to process their thoughts before opening it up to the whole group," Filler writes.

If you're short on time, Turn and Talk is a condensed version of this strategy that can accomplish many of the same goals. Write-Pair-Share is another useful adaptation.

Focus on Getting All Students to ParticipateRosie Reid, a former California State Teacher of the Year and English teacher at Northgate High School in Walnut Creek, California, writes for Edutopia that without careful planning, even activities that give students more opportunities to speak can result in just a few students taking advantage of it.

A simple adjustment to try during activities like Think-Pair-Share is to decide who speaks first. The deciding fact can be something as arbitrary as "the student whose birthday is coming soonest." Without this direction, Reid writes, some students will dominate partner talk time.

When it's time for students to share out to the classroom, Reid recommends using a "talking piece" to ensure the discussions aren't being dominated by certain students. In her classroom, she uses a ball that students pass around. Only the person holding the ball can speak, and every student gets the ball once before anyone gets it a second time. Mapping can also help, as it allows students to see who has and has not shared an idea or question yet.

Don't Rush to Clarify the Hard Parts
When students are working through tasks for themselves, particularly hard tasks, Filler writes, a big shift teachers should make is not jumping in to preemptively evaluate how difficult the work is. "How many times have I told students, "Watch out, this part is going to be tricky!" and modeled or prompted them to use a specific strategy?" Filler asks.

Instead, she advises that if students report that a task is tough, ask them to evaluate what is tough about it and how they might sort it out on their own before stepping in to help.

If most of the class is struggling, ask more questions and turn the struggle into a productive discussion for everyone. Ask questions like "What makes this hard?" or "What have we tried?" or ask them to reread a passage and circle specific places tripping them up, which gets students to push through challenging work.

When students are sharing out responses to the rest of the classroom, Filler writes, teachers should challenge themselves not to rephrase or validate what they say with phrases like, "Good, but maybe what you mean to say is..." or "What I think you're saying is..." Instead, try responses like, "Can anyone build on that?" or "Do we agree? Disagree?"

Use Video To Ensure Your Strategy Is Working
An easy way to know if your efforts to reduce teacher talk are working is to periodically record your instruction. Watching a playback of a lesson allows teachers to review their delivery and improve their use of class time.

For example, you might identify key areas of material where you feel that you tend to spend too much time talking and seek to incorporate more student-led activities and discussions. You can also track the effectiveness of activities and make tweaks as necessary.

It's important that before you review your recorded lessons, you have established clear goals for what you're looking for and even a list of specific elements in the video-such as moments when you take the reins from students prematurely-that you can track and improve on over time.

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Small Shifts to Limit 'Teacher Talk' and Increase Engagement

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Guiding students to regularly direct their own discussions brings academic rewards as they gain confidence working independently on challenging tasks.

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Introduction

This asynchronous training provides guidance on the appropriate assignment of accessibility resources in the classroom and for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

Module A should be completed prior to Module B. All embedded videos on this web page should be watched in their entirety and in the order listed. There are also additional resources provided as options for further learning.

The intended audience for this training is all California educators or administrators. Participants are encouraged to share this training with special education specialists, curriculum coordinators, multilingual specialists, teachers on special assignment, and anyone else who may benefit from this training.

The CAASPP and ELPAC provide a wide range of resources to ensure that the administration of the test meets the needs of all students. For a comprehensive list of resources available as part of the CAASPP and ELPAC, access the California Assessment Accessibility Resources Matrix .

How to Assign and Check Accessibility Resources

As you will learn in this asynchronous training, educators have an important role in matching resources to students' needs and using resources in the classroom, so that students are familiar with the resources that they might need when summative testing occurs.

After participating in this training, make sure to communicate with your school or district testing coordinator to ensure that students have access to these resources.

For all other resources that you may need beyond what is provided in this training, visit the CAASPP Accessibility Resources web page or the ELPAC Accessibility Resources web page.

Module A: Matching Accessibility Resources to Students' Needs

Participants will learn about the importance of accessibility resources, the categories of accessibility resources, and the process for matching students with the appropriate accessibility resources for daily instruction and for assessments. Additionally, participants will learn how to categorize accessibility resources into Universal Design for Learning (UDL) categories.

UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction, and for students to demonstrate their knowledge in a variety of ways. All videos should be watched in their entirety and in the order listed.

Part 1: Why Use Accessibility Resources?

Part 2: What Are Accessibility Resources?

Part 3: How to Match Accessibility Resources

Tools and Materials:

Additional Resources:

Applying Your Learning: Live Training Sessions

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Module B: Using Accessibility Resources in Daily Instruction

The Using Accessibility Resources in Daily Instruction virtual training will focus on providing participants with an understanding of how to use accessibility resources, how to observe students using assigned accessibility resources, and how to make adjustments throughout the year on the basis of those observations.

Module A should be completed prior to Module B. There is no notetaking guide for module B.

Part 1: Importance of Removing Barriers to Student Learning

Tools and Materials:

Additional Resources:

The UDL Guidelines website is a tool used in the implementation of Universal Design for Learning (UDL), and it provides a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

UDL At A Glance is an introductory video explaining UDL.

Part 2: Accessibility Resources in Daily Practice

Applying Your Learning: Live Training Sessions

Register now for the Accessibility Resources Module B Live Sessions . There are two opportunities to attend. The same content will be covered in both sessions:

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Resources and Information about the Accessibility Resources Asynchronous Training

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Why STEM Is Important: | Center for Mathematics, Science, and Technology - Illinois State

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Tech & Learning's purpose is THE go-to resource to help K-12 educators and administrators use technology to enhance the student experience and drive innovative learning.

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CHECK OUT MY FREE RESOURCES TO GET YOU STARTED!

GOOGLE KEEP HEADERS

Transform your Google Keep checklists and notes with these FREE simple headers.

EMAIL TEMPLATES

Spend less time writing emails with these 5 must-have email templates for teachers!

ATTENDANCE TRACKER

Keep track of student attendance using this FREE tracker for virtual learning!

If you're anything like me, you can never get enough time management, organization, or productivity talk! Bridget Spackman and I share our "TOP" strategies for helping you establish a work-life balance with a new episode every Thursday!

Check out our episodes!

STAY UP TO DATE WITH MY DAY TO DAY LIFE AS A TEACHER

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CHECK OUT MY FREE RESOURCES TO GET YOU STARTED! GOOGLE KEEP HEADERS Transform your Google Keep checklists and notes with these FREE simple headers. EMAIL TEMPLATES Spend less time writing emails with these 5 must-have email templates for teachers! ATTENDANCE TRACKER Keep track of student attendance using this FREE tracker for virtual learning!