Attachment 1

Transition Courses for English Language Arts/Literacy and Mathematics Report

BACKGROUND

The Maryland Legislature passed The College and Career Readiness and College Completion Act of 2013 (CCRCCA) in the spring of 2013. This legislation required specific action in regard to developing and implementing transition courses for high school students. Specifically, beginning in 2015-2016, all students shall be assessed no later than 11th grade to determine whether the student is ready for college-level credit-bearing course work in English language arts/literacy, and mathematics. By 2016-2017MSDE, in collaboration with local school systems and public community colleges, shall develop and implement transition courses or other instructional opportunities to be delivered in the 12th grade to students who have not achieved college and career readiness by the end of 11th grade.

In Maryland, college and career readiness in terms of academic preparation was defined in the ESEA Flexibility Request, Principle I: College- and Career-Ready Expectations for All Students, and by the College Success Task Force: The student is prepared to succeed in credit-bearing postsecondary introductory general education courses or in an industry certification program without needing remediation

During the 2013-2014 school year, MSDE convened a transition course workgroup to determine how best to develop the transition courses so that local school systems would have information available to pilot the transition courses in 2015-2016 prior to the required implementation year of 2016-2017. That workgroup was comprised of community college and K-12 educators.

Members of the workgroup attended workshops conducted by SREB (the Southern Regional Education Board) on their modules for transition courses. Members also spoke with educators from both Kentucky and Florida who had developed transition courses. The educators on the workgroup were unanimous in their belief that none of these resources would meet all of the requirements for transition courses and other instructional opportunities in Maryland. They believed that the SREB modules could be used as resources.

The workgroup submitted a report to the Governor and Legislature. The workgroup recommended a framework for transition courses be developed for both English Language Arts/Literacy and mathematics. Local school systems could then use the framework as a guide to determine how best to deliver the content outlined in the course frameworks. The workgroup also made recommendations regarding assessments that may be used to determine college and career-readiness, and as possible assessments that could be used after students completed the transition courses. The CCRCCA states:

Beginning with the 2015-2016 school year, all students shall be assessed using acceptable college placement cut scores no later than 11th grade to determine whether the student is ready for college-level credit-bearing course work in English language arts, literacy, and mathematics. CCRCCA goes on to statethat the transition courseinclude an assessment or reassessment of the student after completion of the (transition) course.

Finally, the workgroup suggested that there should be a variety of delivery models for the transition courses or other instructional opportunities/enhancements.

It is important to note that the transition course frameworks are intended as guidance documents only. Local school systems in Maryland have the autonomy to develop their curriculum for courses, and that includes the curriculum development for transition courses.

TRANSITION COURSE FRAMEWORK DEVELOPMENT

Beginning in the summer of 2014, two committees were formed to begin developing the frameworks that could be used for transition courses and other instructional opportunities. The English Language Arts/Literacy committee was co-chaired by Dr. Donna McKusick, from the Community College of Baltimore County and Ms. Janetta Jayman, from Carroll County Public Schools. The Mathematics committee was co-chaired by Dr. Bernadette Sandruck, from Howard Community College and Mr. William Barnes from Howard County Public Schools. Members of both committees included educators from K-12 and community colleges.

The four co-chairs reviewed the report sent to the Governor and Legislature. Both committees determined that to develop transition course frameworks that would provide the content necessary for students to be college and career-ready, they should analyze the Maryland College and Career-Ready Standards and the outcomes from the highest developmental courses offered by the community colleges around the state. From this analysis, they agreed on the content that was essential for high school students to master in order to be prepared for credit-bearing courses in college or career programs. The reports from these two committees, including the transition frameworks are attached to this summary.

In addition to developing the transition course frameworks that can also be used to inform other instructional opportunities/enhancements, the two committees recommended that there be multiple pathways for students to meet the requirement to take transition courses or complete other instructional opportunities. For example, students may be able to close gaps in their understanding by completing certain modules that address those gaps. Another possible pathway would be for students to actually take the appropriate developmental courses offered by a community college. Each committee included several recommendations regarding pathways. Also included in their reports are the lists of recommendations for assessments that could be used to determine college- and career-readiness. Local school systems would determine which assessments they would use from the recommended lists.

Within this report are recommendations in three areas:

  • Assessment scores for designating College and Career Readiness in Mathematics and English Language Arts/Literacy
  • Proposed content forEnglish Language Arts/Literacy transition course (Appendix A) andcontent for Secondary Mathematics transition course (Appendix B)
  • Proposed options for students deemed “not college and career ready by the end of 11th grade (Appendix B)

ASSESSMENT INFORMATION

Included in the table are options that local school systems may wish to consider for determining college and career readiness for mathematics and English language arts.Four year colleges and universities have individual requirements of acceptance and placement that is not reflected in the assessment placement table. Students and parents need to consult their professional school counselors to determine the requirements for the colleges and universities they wish to attend.

Table: Options for Determining College and Career Readiness Designation
Mathematics
Assessment or Alternate Placement / Cut Score or Grade
PARCC Algebra II / TBD
Accuplacer / College Level Math Exam (CLM) Score >= 45
Or
Elem. Alg. Exam Score > 109
SAT / 550+
ACT / 21+
AP Mathematics, including:
AP Calculus AB
AP Calculus BC
AP Statistics / 3+
4+ for a number of 4-year universities
PSAT / Not accepted by community colleges or four-year colleges in Maryland
English Language Arts
PARCC English 11 / TBD
Accuplacer / Reading79+
Writing6+
SentenceSkills 90 +
SAT / Reading 550+
Writing 550+
ACT / 21+
APEnglish Composition or Literature / 3+
4+ for a number of 4-year universities
PSAT / Not accepted by community colleges or four-year colleges in Maryland
Both English Language Arts and Mathematics
Successful completion of the highest developmental coursework. This option needs to be a joint agreement between the local school system and the community college. / Students must earn a C or better in the course
Dual Enrollment Note:
Acceptance into a dual enrollment college-level mathematics or English course indicates college readiness for those subject areas / Students must earn a C or better in courses for which they are receiving a college credit

DELIVERY MODELS FOR TRANSITION COURSES

Both transition committees recommend that local school systems create multiple pathways to satisfy the conditions of CCRCCA. Some suggestions are listed:

  • Offer the highest community college developmental course(s) that prepares students for college-level English and mathematics.
  • Facilitated online, hybrid, or face-to-face learning opportunities that offer support, extended time, and direct supervision to advance student mastery of course content.
  • Intensive summer or extended school-day opportunities focused on content of the transition framework prior to students starting their twelfth grade year.
  • In mathematics, enrollment in the next credit-bearing high school mathematics course. (For example, a student failing to pass the College and Career Readiness Assessment may continue on from Algebra II and enroll in a Pre-Calculus course. The Pre-Calculus course would be considered the “Transition Course”
  • In English, co-teaching with science, social studies, and technical subject educators to contextualize instruction and to provide experiences with authentic informational text.
  • In English, supplement the English 12 curriculum with transition curriculum by providing extended time and/or other opportunities for more in depth learning.

SUMMARY

This report and the Transition Course Framework documents in Appendices A and B are designed to provide guidance to local school systems as they design the curriculum for transition courses, choose assessments to determine college and career readiness, and determine delivery models to meet the diverse needs of the students they serve. Appendices C (English language arts) and D (mathematics) list the members who served on the committees. These guidance documents have been shared with the local school systems’ Assistant Superintendents for Curriculum and Instruction, as well as English Language Arts supervisors and mathematics supervisors. Their recommendations and input were included in the final report.

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APPENDIX A: ENGLISH LANGUAGE ARTS/LITERACY TRANSITION COURSE FRAMEWORK

Introduction

The committee began its work by reviewing the background, discussing the charge, and becoming acquainted with the current landscape of preK-16 education in Maryland. In several meetings, the committee closely examined two documents, identifying commonalities in both:

1) Maryland Common Core Curriculum Frameworks for English Language Arts

2) Spreadsheets of outcomes from the highest level developmental English and reading courses in every community college in state

Working together this committee developed the attached framework along with additional recommendations. The English language Arts/Literacy Transition Course framework defines the scope of content for the development of curriculum that is meant to bridge the learning gaps for students in the 12th grade who are not college and career ready at the end of 11th grade. This framework was based on the Maryland Common Core Curriculum Frameworks, in alignment to the highest developmental English course outcomes used by Maryland’s Institutions of Higher Education (IHE).

It is important to view this framework in color. The Common Core State Standards appear in black, and the Essential Skills and Knowledge added by Maryland educators appear in red. The highest developmental English course outcomes for Maryland’s Institutions of Higher Education (IHE) are in blue. Three outcomes from the Developmental English Course provide the organization for the content in the transition course:

  • Write a coherent essay
  • Actively read college-level texts for learning and for development of critical reading and problem solving skills
  • Write from or react to sources

English Language Arts/Literacy Transition Course Framework

Developmental English Course Outcome 1: Write a coherent essay.
Cluster:Text Types and Purposes
W1CCRAnchor Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W1.a CCR Grades 11-12 Standard Introduce precise, knowledgeable claim(s),establish thesignificance of theclaim(s), distinguish the claim(s) from alternate or opposing claims, andcreate an organization that logicallysequences claim(s), counterclaims, reasons, and evidence.
W1.c CCR Grades 11-12 Standard Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (SC, 11-12)
W.2 CCR Anchor StandardWrite informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
W2.a CCR Grades 11-12 Standard Introduce a topic; organizecomplex ideas,concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia whenuseful to aiding comprehension. (SC, 11-12)
W2.b CCR Grades 11-12 Standard Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (SC, 11-12)
W2.c CCR Grades11-12 Standard Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (SC, 11-12)
W1.d, W2.e CCR Grades 11-12 Standard Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (SC, 11-12)
W1.e, W2.f CCR Grades 11-12 Standard Provide a concluding statement or section that follows from and supports the argument or information or explanation presented.
DECO1.a Write thesis statement for essay.
DECO1.b Write introduction for essay.
DECO1.c Write clear paragraphs with main ideas and/or topic sentences.
DECO1.d Provide adequate supporting evidence for essay development.
DECO1.e Use modes, patterns, rhetorical strategies, transitions to argue a point.
DECO1.f Write conclusion for essay.
Cluster:Production and Distribution of Writing
W4CCR Anchor Standard Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DECO1.g Address task, purpose, audience and/or tone.
W6CCR Anchor Standard Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (SC, 11- 12)
W5CCR Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 to and including grades 11-12.) (SC, 11-12)
DECO1.h Use writing process (recursive with pre-writing, drafting, revision).
Cluster: Conventions of Standard English
L1CCR Anchor Standard Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2CCR Anchor Standard Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
DECO1.i Edit for correct grammar, punctuation, and mechanics for standard written English.
Cluster: Knowledge of Language
L3CCR Anchor Standard Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
DECO 1.j Use correct diction, word choice, and varied sentence structure.
EssentialSkillsandKnowledge
•Conduct a self-analysis of strengths and weaknesses as writers of argument and informational/explanatory texts and adjust the
writing process accordingly. (See DECO1.h)
•Analyze and evaluate professional, peer, and personal writing for the effect of varying sentence types in creating and sustaining interest. (See DECO 1.h, DECO 1.i, DECO 1.j, DECO 1.g)
•Narrow and refine the focus of agrade-appropriate complex topic.(See DECO 1.a)
oAnalyze the topic to target information gathering.(See DECO 1.a)
oGenerate and develop a well-constructed controlling idea, thesis,or
claim that states, refutes, or modifies a position. (See CCSS 11-12 W.4,
W.5; See also MD SLM 1.B.3; DECO1.a)
•Choose, apply and maintain an organizational structure appropriate to audience’s need and to the writing purpose. (See CCSS 11-12 W.4,SL.1a, SL.4, DECO 1.g)
oGatherreliable and valid information from print, non-print, and digital sources.(SeeCCSS 11-12 W.6, W.7, W. 8, W.9b, RI.5, RI.7, RI.8; See also MD 2.0, 3.0, 4.0; DECO 1.d)
oEvaluate information to determine sufficiency andrelevancy.(DECO 1.e)
oLogically sequence and distinguish claims,counterclaims, reasons, and evidence.(See DECO 1.c)
•Attend to audienceknowledge, interest and concern. (See DECO1.g)
•Use rhetorical appeals effectively.(See DECO1.e)
•Manipulate language appropriately and integrate ideas effectively. (See CCSS 11-12 L3; DECO 1.e, DECO1.c, DECO 1.j)
•Develop ideas and concepts through text structures, rhetorical patterns, appropriate strategies, and supporting evidence. (See CCSS 11-12 W.4, W.5; See also DECO1.f)
•Manipulate language through varying styles with different levels of formality, tone and purpose. (See CCSS 11-12 W.4, W.5, L.3; also reference L.3.3a*, L.7.3a*, DECO1.g)
•Establish and maintain an organizational structure where information and ideas build and flow logically (See CCSS 11-12 W.4, W.5; DECO 1.c, DECO1.d, DECO1.e)
•Write relevant, concise, and effective conclusions (See CCSS 11-12 W4, W5; also reference DECO 1.f)
•Apply language usage to writing and speaking as appropriate for audience and purpose. (See DECO 1.i)
•Manipulate syntax to create interest and effect when writing.(See DECO 1.j)
•Arrange words and sentences to address audience needs, situations, and /or purposes. (See DECO 1.j)
•Use grammar concepts and skills to strengthen control of oral and written language. (See DECO 1.j, DECO 1.i)
Developmental English Course Outcome 2: Actively read college-level texts for learning and for development of critical reading and problem solving skills.
Cluster:Key Ideas and Details
RI1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
DECO 2.a Use textual evidence to make inference, construct implied main ideas.
DECO 2.b Use metacognition, active reading strategies, and independent learning.
DECO 2.c Apply critical reading and thinking skills.
DECO 2.d Apply a variety of study-reading strategies.
RI2 CCR Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
DECO 2.e Identify and interpret main ideas and their relationships with supporting evidence in passages.
RI3 CCR Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.