Grading & Retention

Grading 

Traditional procedures of assigning grades to students may not be appropriate for MLs due to their English proficiency. For MLs to progress, teachers must maintain high expectations for student learning despite an English proficiency level. Therefore, teachers of MLs must accommodate lessons and assignments based on the individual student’s English proficiency level and needs. 

A student may not be assigned a failing grade in a content area or be retained at grade level based on English language proficiency. Grades should reflect a student’s participation, effort, and progress. The key to appropriate grading of MLs is reasonable accommodations. When grading MLs, assignments and assessments must be adapted to their proficiency level as they work towards academic achievement. Therefore, teachers of MLs must provide students with appropriate accommodations to instruction and assessment based on both the ELD Standards and the ML’s English proficiency level. 

The teacher may only assign a failing grade when the teacher provides documentation of: 

• accommodations on all types of instruction, classwork and assessments, including but not limited to:

• textbooks, trade books, bilingual supplements, multimedia materials, graphic organizers, pictures, study guides, homework, and general class requirements;

• accommodations made to all  assessments (reflecting the level at which students can succeed); and

• student failing to do assigned tasks.

Students in grades nine through twelve must be allowed to earn credits toward graduation. In addition, students should be given grades on work done with accommodations. Teachers must follow these guidelines:

• MLs must receive accommodations of content work as needed;

• Student grades are based on accommodated work that must be aligned to their English proficiency level; and

• MLs must not be failed based on English language proficiency. But, again, teachers of MLs must provide them with appropriate classroom accommodations to instruction and assessments based on both the ELD standards and their English proficiency.

If teachers demonstrate they've provided all accommodations and other academic supports (i.e., RtI/MTSS) to the student and the student has not passed with such supports, then the student's grade is valid and stands.  

Content area teachers are encouraged to confer with MLPS about individual students.   Decisions such as grade retention or failure in classes should be made in conjunction with MLPS, the building principal, guidance counselor, parents and other professionals. Whenever possible, students should be promoted along with age-level peers.

Retention

There are many adverse effects of retention and retaining MLs. There are several considerations for MLs who may be at risk of retention. Acquiring a new language takes a minimum of five to seven years. It is imperative that an ML not be retained due to acquiring the English language or their English language proficiency level. Other alternatives to retention must be explored before retention conversations. 

Before retention, alternatives must be explored. Consider the following:

• How much of the academic performance is related to the development of English language proficiency?

• Is English language proficiency the dominant concern?

• What is the current ELP level of the student?

• Are classroom accommodations aligned with the student's ILAP? 

• Has the implementation of accommodations been documented?

• Is the student receiving the appropriate PSDMs, amount of support, and accommodations with fidelity?

• Are grading procedures and practices based on modified or accommodated work per the student's ILAP?

• Has there been a discussion with the MLPS/ML Teaceher or MSO Office to establish ways to support the student?

After careful consideration of these questions, if evidence does not support a robust instructional program or continued development of English language proficiency, the student should not be retained. The decision to retain MLs should involve multiple data points and is not a decision that should be taken lightly. Every effort should help the student achieve academic content to progress to the next grade level. 

Third Grade Retention Guidance

“Beginning with the 2017-2018 school year, a student must be retained in the third grade if the student fails to demonstrate reading proficiency at the end of the third grade as indicated by scoring at the lowest achievement level on the state summative reading assessment that equates to ‘Not Met One (1)’ on the Palmetto Assessment of State Standards (PASS).”

The goal of all educators should be to ensure each student receives high-quality literacy instruction and has the opportunity to increase their proficiency in reading. The law provides six good cause exemptions to retention; however, “[a] student may be exempt for good cause from the mandatory retention requirements but shall continue to receive instructional support and services and reading intervention appropriate for their age and reading level.” S.C. Code Ann. §59-155-160(A).

In the process of determining whether a student is promoted or retained, schools need to examine closely whether a student is exempt from retention. Schools, teachers, parents, and families have a responsibility to communicate the strengths and needs of students while working as a team to ensure students continue to make progress towards becoming life-long, proficient readers. When considering retention, the team should discuss the whole child's needs and include qualitative and quantitative data. 

Good Cause Exemption

Per Section 59-155-160 of the Read to Succeed Act, good cause exemptions from mandatory retention include ML students:

1. with limited English proficiency (MLs) and less than two years of instruction in the English as a Second Language program. 

The committee should meet to discuss the best route for each ML. Then, the team collaborates to make a good faith effort in a decision based on conversations, data, and the student's best interest. It is of utmost importance to review all data as determinations go beyond quantitative data and timeframe alone. 

If your school has any further questions regarding ML grading and/or retention, please reach out to the MSO Office (mso@charleston.k12.sc.us).