In order to be in compliance with state ESL guidelines, each ESL student must be
on record as receiving ESL instruction. This compliance directive is documented
through the assigning of an ESL grade from a certified ESL teacher. In all
instances, the best-case scenario for the ESL student will be to attend ESL
instruction during the mainstream classroom’s language arts period(s). On
occasion, this may not be possible due to scheduling constraints. The ESL
Curriculum Supervisor and the school administrator will review these scheduling
conflicts as necessary.
Across all grade levels, there will be a variety of grading scenarios that could be
applicable. The information below describes several grading situations.
Grade
Level
Kindergarten
Grade 1
Grades 2-5
Student may
be removed
from
45 minutes from
mainstream
classroom
Reading block in
mainstream
classroom
Reading
English
Writing
Spelling
World language
Proficiency
Level
It is possible that
the classroom
teacher may not
be responsible to
provide a…
Any student that cannot
successfully complete
screening instrument
Portion of the
Kindergarten report
card
Entering/Beginning
Reading grade
Beginning/Developing
Reading grade
Expanding/Bridging
Reading grade
Entering/Beginning
Beginning/Developing
Expanding/Bridging
Reading grade
English grade
Spelling grade
Reading grade
English grade
Spelling grade
Reading grade
English grade
Spelling grade
It is certainly possible and entirely probable that students will not completely miss
any type of language arts instruction in the mainstream classroom. It is
imperative that the ESL and classroom teachers thoroughly consult with each
other regarding report card grades prior to the day that classroom grades are due
in the office. Additional guidance may come from the ESL Office or the ELL
Coach.
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At the middle and high school levels, ESL should replace certain classes
everyday. In these cases, the following should apply:
Grade Level
Proficiency Level
Entering/Beginning
Grades 6-8
Beginning/Developing
Expanding/Bridging
Classes that ESL
should replace
ESL should replace three (3)
of the following:
Language Arts
Reading
Communications
World Language
ESL should replace two (2) of
the following:
Language Arts
Reading
Communications
World Language
ESL should replace one (1) or
two (2) of the following:
Language Arts
Reading
Communications
World Language
Entering/Beginning
Grade level appropriate
English and two (2) electives
Beginning/Developing
Grade level appropriate
English and one (1) elective
Grades 9-12
Expanding/Bridging
Grade level appropriate
English
As with the elementary recommendations, there is the potential for some slight
shifts based on teachers’ schedules. When a schedule conflict does arise, the
ESL Curriculum Supervisor, the ESL teacher and the school guidance
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counselor/administrator will participate in a consultation meeting to determine the
best course of action.
When students are enrolled in mainstream content area classes, the
Pennsylvania Department of education requires that teachers adapt their
instruction in order to meet the language needs of the ESL students. The
purpose of these adaptations is to allow the student as much access to the
content of the class as possible and reduce the amount of language interference
for the student. In addition to the adaptation requirement, PDE also requires that
teachers and school districts identify that the content curriculum has been
adapted to meet student language needs. There are two report card comments
that are available at each school in order to comply with state regulations.
ESL Comment #1: No grade given, enrolled in ESL
This comment may be used by mainstream teachers in two situations:
An ESL student will be pulled from mainstream classes in order to receive ESL
instruction and there will be certain teachers who will have no grades for that
particular student in that particular class. This comment will account for the lack
of grade.
OR
This comment may also be used for ESL students who have very recently arrived
in the US (less than 15 school days) and has been determined to have little or no
English skills. The use of the comment in this circumstance must be cleared with
the ESL teacher and ESL Curriculum Supervisor.
ESL Comment # 2: ESL Adapted Instruction
Any teacher of any subject that has an ESL student enrolled in the class must
use this comment.
The ESL Department has arranged for specific course numbers to be created for
the ESL program. In order to maintain accurate data and information, it is
important that that these specific codes are used for grade reporting.
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GRADING GUIDELINES
PROGRESS REPORTING & GRADING STRATEGIES
Grading English Language Learners
Establishing a fair and reliable grading process for English language learners is
somewhat difficult. The following factors should be considered when assigning
grades or values to the work completed by English language learners:


Concentrate on what the student is trying to communicate and not on the errors. Ask
yourself if they really understood the material and/or assignment.
Grade not only what the student produces, but evaluate if they give good effort and
follow the process you set out for them to achieve.
Tell the class very early in the year or semester how you will grade them. Use
rubrics, when appropriate.
Make sure the grades reflect a variety of products such as participation, projects,
presentations, etc.
Allow more time for the student to take the test or read the test to them. Use of
accommodations, adaptations and modifications during the instructional process is
often helpful in creating understanding for the student.
Train students to evaluate their own work before turning it in to the teacher.

Use “satisfactory/unsatisfactory” scoring for beginning students.

Put a note on the grade card describing how the student was evaluated.

Use pictures to assess vocabulary.

Draw the concept rather than write about it.

Let students point to the correct answer.

Let students explain or rephrase the concept in their own words.

Let students give oral responses and oral reports instead of using the written word.

Let students role-play.

Use a graphic organizer.

Use a limited word bank of new words for evaluation.

Let the student create a poster.

Allow group reports.

Use cooperative learning techniques.

Review journals and notes to give grades.

Keep a reading journal and review for evaluation.

Allow use of bilingual dictionaries




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