GRADING Exceptional Learners

Jung, Lee Ann; Guskey, Thomas R.
February 2010
Educational Leadership;Feb2010, Vol. 67 Issue 5, p31
The article offers a five-step model for grading students with disabilities and English language learners fairly and accurately. The product, process, and progress learning criteria related to standards are explored. According to the article, after a high-quality grading system is established, schools can establish a five-step model that provides a framework for grading exceptional learners. It is suggested that teachers ask themselves whether or not the standard is an appropriate expectation without adaptations, followed by determining what type of adaptation the standard needs. Other parts of the model discussed include modified standards and communicating the meaning of the grade.


Related Articles

  • Experts: Educators Can't Separate Common Core, State Standards. Gewertz, Catherine // Education Week;7/13/2011, Vol. 30 Issue 36, p24 

    The article reports on a conference concerning the common-core educational standards adopted in most U.S. states, held in White Sulphur Springs, West Virginia in June 2011. Experts presenting at the conference urged education officials to leverage and make explicit the differences between...

  • A Guide to Choosing Web-Based Curriculum-Based Measurements for the Classroom. Goo, Minkowan; Watt, Sarah; Park, Yungkeun; Hosp, John // Teaching Exceptional Children;Nov/Dec2012, Vol. 45 Issue 2, p34 

    The article discusses the use of web-based curriculum-based measurement (WB-CBM) Web 2.0 technologies that facilitate both teachers and special education teachers' goals of assessing students in order to monitor and sustain academic progress. The authors look at the ways in which WB-CBM tools...

  • Idaho Says District Incorrectly Labeled ELL Students for Spec. Ed.  // Education Week;2/24/2010, Vol. 29 Issue 22, p4 

    The article reports that the Idaho Department of Education found that the Nampa school district incorrectly labeled English language learners as language impaired, which would make them eligible for special education services.

  • Incorporating English Language Learner Instruction Within Special Education Teacher Preparation. More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N. // Intervention in School & Clinic;Mar2016, Vol. 51 Issue 4, p229 

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special...

  • Does social networking hurt student grades? ZECCOLA, JOSEPH // American Teacher;Oct/Nov2009, Vol. 94 Issue 2, p3 

    The author comments on the opportunities offered by social networking sites to students and teachers. He cites the results of a study published in the online journal "First Monday," which found no link between Facebook use and student grades. He believes that such sites offer learning...

  • Disproportionality in Special Education Identification and Placement of English Language Learners. SULLIVAN, AMANDA L. // Exceptional Children;Spring2011, Vol. 77 Issue 3, p317 

    This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of...

  • TOUGH QUESTIONS FROM THE FRONTLINES.  // NEA Today;Aug/Sep2009, Vol. 28 Issue 1, p28 

    The article presents the answers of U.S. Education Secretary Arne Duncan to questions submitted by teachers around the country. Questions include why English language learners and special education students are included in testing for No Child Left Behind standards, what his position is on...

  • The Rhetoric and Reality Of High Academic Standards. Viadero, Debra // Education Week;6/2/1993, Vol. 12 Issue 36, p1 

    The article reports on the concern of some educators that children with a poor command of English or who are disabled will be left behind as the national initiative to set high academic standards and create a related system of student assessments continues to gain momentum in the United States....

  • Teaching Standards in Central States Vary for English-Learners. MAXWELL, LESLI A. // Education Week;3/7/2012, Vol. 31 Issue 23, p16 

    The article discusses teaching standards for teachers of central U.S. English-language learners, adapted from the blog post "Teaching Standards in Central States Vary for English Learners," by Lesli A. Maxwell and published on February 28, 2012, in the issue's Learning the Language blog.


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics