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
Course Development
•Developed by
WV English teachers
Higher Education (including Career and Technical Education)
HEPC
•Designed using
Next Generation CSO’s for 12th grade
Developmental English and Composition 1 syllabi
Best practices
Standards Based Units with new approaches to teaching and
learning
Problem Based Learning Units
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
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
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
Draft Course Syllabus and
Module Summaries
Resources
2011-12 Pilot
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 1520) (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
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.
• 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 1st 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.
Course Evaluation
• Policy 2510
is being
revised to
reflect
change.
Training Sessions
COMPASS Writing Skills Test
• 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
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.
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.
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.”
COMPASS Writing Skills Sample
COMPASS Writing Skills Sample
Series 21 COMPASS Standards
English
(Writing Skills)
•Score at or
above 71
Bottom Line?
• Do what’s best
for you and your
students!
Are you ready?
• How can you be sure
your county, teachers,
parents and students
are prepared for and
understand English 12
CR?
Questions
• Questions about the course, contact Edwina
Howard-Jack at ehjack@access.k12.wv.us
• Questions about the assessment, contact Dr.
Vaughn Rhudy at vrhudy@access.k12.wv.us