1. English 12 CR Edwina Howard-Jack, NBCT English Language Arts Coordinator, Office of Instruction, WVDE Dr. Vaughn Rhudy, WESTEST 2 Online Writing Coordinator, Office of Assessment and Accountability, WVDE

3. Course Development Developed by WV English teachers Higher Education (including Career and Technical Education) HEPC Designed using Next Generation CSO’s for 12 th grade Developmental English and Composition 1 syllabi Best practices Standards Based Units with new approaches to teaching and learning Problem Based Learning Units

4. What the Course Is NOT Remedial English For students who are Below Mastery in ELA For students who are more than two years behind, according to data Punishment for doing poorly on one assessment

5. Course Purposes Provide an additional opportunity for twelfth grade students to be College and Career Ready (CCR) in English Language Arts (ELA) Increase the number of WV students who are CCR in ELA upon graduation

6. What the Course IS Rigorous For students who are at Mastery For students who score around 15-20 on the ACT (or equivalent on SAT/ or 13-17 on PLAN) For students who are identified by teachers or parents as needing support to be CCR by graduation

7. Draft Course Syllabus and Module Summaries

8. Resources

9. 2011-12 Pilot

10. Placement Category A WESTEST RLA/English Score(Qualifier Mastery) Composite ACT PLAN Score (Qualifier – score 13-17) ACT/SAT English score (Qualifier for ACT English 15- 20) (Qualifier for SAT Critical Reading or Writing 400-489) Student writing samples and/or formal writing assessment Category B Recommendation or referral from teacher/counselor performance, student work samples, etc.) Student requests placement Parent requests placement

11. Your Assignment Read the student scenario. Use the placement guidance document to come to a consensus at your table regarding recommending placement of the student in English 12 CR. Check yes or no on the given card and provide your rationale. Be prepared to share the scenario, your recommendation and your rationale.

12. Summer J. She was placed in the course. Her writing samples indicate increase in writing ability. There is noticable improvement in her writing from the beginning of the school year to now. Kara B. She would probably not qualify but has the highest grade in the class. She is highly successful because she works diligently and is willing to redo assignments as needed to achieve. Andrew H. He needs teacher and counselor help. Andrew has the skills and ability, but not the motivation. He currently has an F in the course. Andrew was placed on a contract to take care of 1 st semester credit, but is not abiding by the contract either. Alexis H. Teachers would not recommend placement for this student based on the formal writing assessment score, even though student met other qualifications. Johnothan P. Teachers would recommend placement for this student based on the formal writing assessment score and the PLAN score. Josh C. Teachers would not recommend placement based on formal assessments and other information provided.

13. Course Evaluation

14. Policy 2510 is being revised to reflect change.

15. Training Sessions

16. Computer-adaptive test Students are asked to find and correct errors in essays presented on the computer screen. The test items included the following content categories: – Usage/mechanics: punctuation, basis grammar and usage and sentence structure – Rhetorical skills: strategy, organization and style COMPASS Writing Skills Test

17. The Writing Skills Placement Test presents one or more passages, each containing several errors. When an error is detected in a passage, clicking on that section of the passage brings up several alternative segments of text from which a more appropriate segment can be selected and inserted automatically into the text.

18. COMPASS Writing Skills Test Items in the Writing Skills Placement Test assess basic knowledge and skills in usage and mechanics (e.g., punctuation, basic grammar and usage, and sentence structure) as well as more rhetorical skills such as writing strategy, organization, and style.

19. COMPASS Writing Skills Sample Note that in the sample that follows, each section is numbered. In the computerized COMPASS Writing Skills Placement Test, sections are not numbered; instead, errors are identified by moving the cursor to the section of text in which an error is identified and then clicking the left mouse button to make the alternative text options appear. Also note that for each set of answer options, option A is always identical to the text as it appears in the passage. As such, option A represents “no change.”

20. COMPASS Writing Skills Sample

22. Score at or above 71 English (Writing Skills) Series 21 COMPASS Standards

23. Bottom Line? Do what’s best for you and your students!

24. Are you ready? How can you be sure your county, teachers, parents and students are prepared for and understand English 12 CR?

25. Questions Questions about the course, contact Edwina Howard-Jack at ehjack@access.k12.wv.usehjack@access.k12.wv.us Questions about the assessment, contact Dr. Vaughn Rhudy at vrhudy@access.k12.wv.usvrhudy@access.k12.wv.us