Alternative Grading Scale

Considerations for grading EL students, K-12

English Learner students may be graded in three possible ways:

1. Traditional grading scale - An EL student may be graded by the same grading system as the majority of other students.

2. Traditional grading scale with accommodations - An EL student may be graded by the same grading system of other students, with the addition of daily accommodations for grading.

3. Alternative grading scale - An EL student may be graded by the district's alternative grading scale for EL students if he/she is within their second year or less of U.S. schools (EL status of "L" or "S") OR if he/she has been in U.S. schools for more than two years (EL status of "Y") but is still earning 1's and 2's (Emerging) on the OELPA. 

Fairfield City School District encourages all students to be graded using the traditional grading scale. However, the district understands that in some cases, a student's English language proficiency may impact assessing his/her comprehension of the grade level state standards/skills. Most EL students should be graded using the traditional grading scale or traditional grading scale with accommodations. It is important to note that a student may qualify for the alternative grading scale but it is not required that it be used. If a student qualifies for the alternative grading scale, it will be written in their EL plan but the decision to use it should be a team decision.

EL students should not fail a course or grade due to a lack of English acquisition.

The district has created the following guidelines for grading EL students:

• EL students are entitled to extended time on assessments, not to exceed one school day, and assignments. It is suggested that EL students be given 1.5 or 2 times what a non-EL student would be given for a task. For example, if a non-EL student is given 2 hours, then the EL student would be given 3-4 hours. 

• Scaffolding for EL students should be used for daily assignments and formative assessments. During common summative assessments, students are measured on grade level standards and readiness for state assessments, which should include EL students.

Alternative grading scale for EL students, K-12

If students qualify for the alternative grading scale, the rubric below must be utilized. This rubric is to be used at the earliest grading period as a holistic picture of student performance and is not to be used for individual assignments. Use of the alternative grading scale must be discussed with the student and his/her parent(s) or guardian(s) before the next grading period.

Grades for EL students should be consistent with the accommodations provided on a regular basis in the classroom, the student's English language proficiency level, and the number of years he/she has been in U.S. schools.

The English documents are available below. You can find translations in Spanish, French, and Nepali in the Alternative Grading Rubric folder.

Guidelines for using the alternative grading scale

• Students who qualify for the alternative grading scale for more than three years (meaning they are still scoring 1's and 2's on OELPA after their third year in U.S. schools) should go through the MTSS process.

• The decision to use the alternative grading scale should be made each school year. A student may be graded using the traditional grading scale one year and the alternative grading scale the next.

• A student should not be graded using the traditional grading scale then the alternative grading scale in one school year.

• When a student is graded using the alternative grading scale, it must be written in the student's EL plan, the parents/guardians must be informed, and the rubric must be placed in the orange EL folder in the student's cumulative record file.

• Use of the alternative grading scale must be indicated on the student's report card.