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 2016-2017 MSDE, 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 12 th 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 11 th grade to determine whether the student is ready for college-level credit-bearing course work in English language arts, literacy, and mathematics.

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CCRCCA goes on to state that the transition course include 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 DEVELOPMENTBeginning 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

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Proposed content for English Language Arts/Literacy transition course (Appendix A) and content for Secondary Mathematics transition course (Appendix B)

Proposed options for students deemed “not college and career ready by the end of 11 th grade (Appendix B)

ASSESSMENT INFORMATIONIncluded 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 DesignationMathematicsAssessment or Alternate Placement Cut Score or GradePARCC Algebra II TBDAccuplacer College Level Math Exam (CLM) Score >= 45

OrElem. Alg. Exam Score > 109

SAT 550+ACT 21+AP Mathematics, including:AP Calculus ABAP Calculus BCAP Statistics

3+4+ for a number of 4-year universities

PSAT Not accepted by community colleges or four-year colleges in Maryland

English Language ArtsPARCC English 11 TBDAccuplacer Reading 79 +

Writing 6+Sentence Skills 90 +

SAT Reading 550+Writing 550+

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ACT 21+AP English Composition or Literature 3+

4+ for a number of 4-year universitiesPSAT Not accepted by community colleges or four-year colleges in

MarylandBoth English Language Arts and MathematicsSuccessful completion of the highest developmental course work. 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.

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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 Arts2) Spreadsheets of outcomes from the highest level developmental English and reading courses in every community college in stateWorking 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, http://mdk12.org/instruction/commoncore/index.html, 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

W1CCR Anchor 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 the significance of the claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that logically sequences 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,

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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 Standard Write 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; organize complex 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 when useful 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 WritingW4CCR 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 EnglishL1CCR 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.

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Cluster: Knowledge of LanguageL3CCR 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.Essential Skills and Knowledge

• 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 a grade-appropriate complex topic.(See DECO 1.a)

o Analyze the topic to target information gathering. (See DECO 1.a)o Generate 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)

o Gather reliable and valid information from print, non-print, and digital sources. (See CCSS 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)

o Evaluate information to determine sufficiency and relevancy. (DECO 1.e)o Logically sequence and distinguish claims, counterclaims, reasons, and evidence. (See DECO 1.c)

• Attend to audience knowledge, 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

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problem solving skills.Cluster: Key Ideas and DetailsRI1 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.

DECO 2.f Identify and interpret theses and their relationships with details in longer passages.Cluster: Craft and Structure/Knowledge of Language/Vocabulary Acquisition and UseRI4 CCR Anchor Standard Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.L3 CCR 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. (SC, 11-12)L4 CCR Anchor Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful work parts, and consulting general and specialized reference materials, as appropriate.L5 CCR Anchor Standard Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L6 CCR Anchor Standard Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

DECO 2.g Build knowledge for developing academic vocabulary from multiple disciplines using context clues, structural analysis, connotation/denotation; figurative language.

Cluster: Craft and StructureRI5 CCR Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

DECO 2.h Recognize how rhetorical patterns develop text.RI6 CCR Anchor Standard Assess how point of view or purpose shapes the content and style of a text.

DECO 2.i Identify author’s purpose, intended audience, tone, point of view, and bias. DECO 2.j Analyze and synthesize various points of view.

Cluster: Integration of Knowledge and Ideas/Comprehension and Collaboration/Presentation of Knowledge and IdeasRI7 CCR Anchor Standard Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

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SL2 CCR Anchor Standard Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.SL4 CCR Anchor Standard Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL5 CCR Anchor Standard Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SC, 11-12)

DECO 2.k Locate, analyze, evaluate, and present information from multiple sources using various forms of media.RI8 CCR Anchor Standard Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

DECO 2.l Evaluate arguments for validity and credibility.Essential Skills and Knowledge

• Demonstrate the behaviors of a strategic reader.(See DECO 2.a, 2.b, 2.c, 2.d,3.a)• Analyze text clues that affect meaning. (See DECO 2.a, 2.b, 2.c, 2.d,3.a)• Analyze relevant denotative, connotative, and figurative language. (See 11-12 CCSS L.5; DECO 1.j, DECO 2.g)• Evaluate available evidence for thoroughness, completeness, and relevance.(See DECO 2.a, 2.f, 2.l, 3.a)• Analyze, explain, and evaluate an author’s deliberate manipulation of language (syntax, diction) to create meaning and tone. (See DECO

2.h, 2.i, 3.a)• Analyze how multiple topics, central ideas, and/or claims interact in a text and explain how they clarify and extend meaning. (See DECO

2.e)• Analyze ideas, issues, rhetoric devices, and specific details in a text that develop multiple topics, central ideas and/or claims. (See DECO

1.d, 1.e, 2.e, 2.f, 3.a)• Analyze and explain the structure of an informational text and how it contributes to meaning and/or purpose. (See DECO 2.h)• Analyze, explain, and evaluate the interrelationship among complex ideas, concepts, individuals, and sequence of events within

informational texts. (See also CCSS 11-12 SL3; DECO 2.e, 2.f, 2.h)• Identify and explain an author’s point of view or purpose in an informational text. (See DECO 2.i)• Demonstrate understanding of rhetorical appeals.(See DECO 1.e, 2.h)• Analyze how an author manipulates content, rhetoric, and style to achieve a purpose or create an effect. (See DECO 2.h, 2.i, 2.j)• Analyze and evaluate connections among evidence, inferences, and claims in an argument. (See also MD Standard SLM 4.0; DECO 1.d,

2.l, 3.a)• Evaluate an author’s reasoning by analyzing the manipulation of language, as well as the range, sufficiency, quality, credibility, relevance,

and validity of evidence. (See also CCSS11-12 SL2, SL3; DECO 1.j, 3.a, 2.k, 2.l, 2.i)• Analyze print, non-print, and digital text for explicit details that are relevant to addressing a question or solving a problem. (See also

CCSS11-12 W.6, W.7, W.8, W.9b, SL2; DECO 3.a, 2.k, 2.j, 2.a, 2.b, 2.c, 2.l)• Analyze, synthesize, and evaluate the relevance, bias, and validity of multiple sources of information from print and non-print text, noting

any discrepancies present in the data. (See CCSS 11-12 SL 1a, RI7, RI8, W7, W8; DECO 2.k, 2.l)

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• Choose the appropriate form of media for a given purpose. (See CCSS W6; DECO 2.k)• Demonstrate strategic use of digital media. (See CCSS W6; DECO 2.k) • Integrate digital media into presentations appropriately to support the purpose; address the audience; and enhance the presentation. (See

CCSS W6; DECO 2.k)• Compare, contrast, draw conclusions, and connect significant details and ideas between and among different media or formats. (See

DECO 2.j, 2.e, 2.k)• Evaluate information from multiple sources of print, non-print, and digital texts, for relevance, reliability, and validity. (See DECO 2.k, 2.l)• Use inferences and draw conclusions while applying knowledge of various types of context clues to determine word or phrase meaning.

(See DECO 2.b, 2.g)• Analyze a word’s position, form, and/or function to determine meaning. (See DECO 2.b, 2.g)• Revisit key words used throughout a text to determine effect and meaning. (See DECO 2.b, 2.g)• Recognize and interpret figurative language, word relationships, and nuances in writing and in speech. (See DECO 2.b, 2.g) • Demonstrate independence in the analysis of vocabulary when encountered in content based text, speech, and across disciplines. (See

DECO 2.b, 2.g)

Developmental English Course Outcome 3: Write from or react to sources.Cluster: Research to Build and Present Knowledge/Comprehension and CollaborationW8 CCR Anchor Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.SL1.d CCR Grades 11-12 Standard Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (SC, 11- 12)Cluster: Key Ideas and DetailsRI1 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.

DECO3.a Make and support inferences and conclusions.RI2 CCR Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

DECO 3.b Respond in writing to reading through summaries, reading response, or other means.Cluster: Production and Distribution of WritingW6CCR 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)

Essential Skills and Knowledge• Find, generate, record, and organize information relevant to the research purpose in an ethical manner. (See also MD SLM 3.0; DECO

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3.a, 1.d)• Organize information, ideas, evidence, and claims clearly, concisely, and logically with attention to the needs of audience, purpose, and a

range of formal and informal tasks. (See CCSS 11-12 W1.a, W4, W7, W8; DECO 1.d, 1.e, 1.c, 1.g, 3.a, 3.b, 2.k)• Interpret recorded data/information to create new understandings, and knowledge related to the research purpose in an ethical manner.

(See also MD SLM 4.0; DECO 3.a , 2.c, 2.i, 2.l)• Demonstrate the behaviors of a strategic reader, listener, or viewer of print, non-print, and digital text.(See DECO 2.a, 2.c, 2.d, 3.a, 3.b)• Explain and analyze complexities and ambiguities in informational text. (See DECO 3.a, 2.b, 2.c)• Analyze, explain, and evaluate an author’s deliberate manipulation of language (syntax, diction) to create meaning and tone. (See DECO

1.g, 1.e, 3.a, 2.h, 2.g)• Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.

(See 11-12 CCSS L.4 & L.6; DECO 3.a, 2.g, 1.j)• Use knowledge of language and its conventions when speaking and writing. (See 11-12 CCSS L.1, DECO 1.i, 1.j, 3b)• Objectively summarize a text by including the appropriate key ideas, issues, and specific details.(See DECO 3.a, 1.c, 1.d, 2.e, 2.f)• Participate actively and appropriately in discussions about informational texts. (See DECO 3.a)• Use knowledge of language and its conventions when speaking and writing. (See CCSS L1; DECO 3.b)• Refine the behaviors of an effective speaker as appropriate to task, audience, and purpose. (See DECO 1.g, 2.k)

Additional Guidance

The Maryland College and Career Readiness and College Completion Act of 2013 requires that the transition course “may not preclude or replace enrollment in a course otherwise required for graduation from high school.” English 12 in addition to other instructional opportunities or enhancements that address the individual student’s specific content weaknesses could meet this requirement. Attention to the delivery model for the English Language Arts transition course is critical because students must earn four credits in English to earn a Maryland high school diploma. Adding an additional credit requirement in English would create undue burden on students who are already struggling to meet the requirements. By including additional opportunities and enhancements to the English 12 course, students could meet their requirements and increase their skills to be college and career ready.

Potential Resources for the English Language Arts Transition Course

o SREB Readiness Course, Literacy Ready. www.sreb.orgo Adolescent literacy online modules from https://msde.blackboard.com

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o Intervention and enrichment online modules from https://msde.blackboard.como Grade 12 Unit Plan for ELA from EngageNY. https://www.engageny.org

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APPENDIX B: MATHEMATICS TRANSITION COURSE FRAMEWORK

Introduction:

The content of the “Transition Course” was distilled from an analysis of Intermediate Algebra course syllabi from public community colleges and the mathematical skills prominent on college placement tests. In addition to a review of courses offered at state community colleges, considerations were given to research-based recommendations from the Southern Regional Education Board (www. sreb .org/ ) and the National Repository of Online Courses (http://nrocmath.org/). Both the SREB and NROC offer course content that could be used (with permission) as a foundation for a strong transition course experience.

Mathematics Transition Course Framework

Unit Clusters Standards

Unit 1Linear Functions

● Represent and solve equations graphically● Solve systems of equations● Build a linear function that models a relationship between

two quantities

● 8.EE.5● A.CED.1-4● F.BF.1a,&3● F.LE.3

Unit 2Quadratics Functions

● Build a function that models a relationship between two quantities

● Solve quadratics using various methods (square root property, quadratic formula, completing the square, factoring, graphing, etc.)

● Solve problems modeled by quadratic equations● Construct and compare linear and quadratic functions and

solve problems● Interpret and Identify parts of graphs of Quadratics (vertex,

axis of symmetry, reflection, minimum, maximum, etc.)● Understand the relationship between zeros and factors of

polynomials● Build new functions from existing functions.

● F.BF.1, 3● F.IF.4, 7● A.REI.4● A.CED.1● A.APR.1, 3● A.SSE.2, 3

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Unit 3Exponential Functions

● Choose and produce an equivalent form of an expression and explain properties of the quantity represented by the expression

● Create equations that describe numbers or relationships● Write expressions in equivalent forms to solve problems● Use the properties of exponents to transform expressions

for exponential functions● Construct and compare linear and exponential models and

solve problems● *Identify the basic properties - domain, range, asymptotes,

intercepts and intervals over which exponential functions of the form y = logb(x) increase or decrease

● Interpret expressions for functions in terms of the situation they model

● Analyze functions using different representations● Build a function that models a relationship between two

quantities● Interpret functions that arise in applications in terms of a

context● Construct and compare linear, quadratic, and exponential

models and solve problems

● A.SSE.3● A.SSE.3c● F.IF.1,2,4,5,6,9● F.BF.1a,&3,4● F.LE.1a,1b,1c,2,3,4,5● F.IF.7● F.IF.7e● F.IF.8

Unit 4Operations with

Polynomial, Rational and Radical Expressions

● Extend properties of exponents to rational numbers ● Create equations that describe numbers or relationships ● Use properties of rational and irrational numbers● Reason quantitatively and use units to solve problems ● Perform arithmetic operations with complex numbers ● Perform arithmetic operations on polynomials ● Use complex numbers in polynomial identities and

equations ● Interpret the structure of expressions ● Write expressions in equivalent forms to solve problems ● Understand the relationship between zeros and factors of

polynomials ● Use polynomial identities to solve problems

● N.RN. 1, 2, 3● N.CN.1,2,7,8+, 9+● A.SSE.2● A.APR.1,2,3,4, 5+,6,7+● A.REI.1,2.,4b,11● F.IF.7c

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● Rewrite rational expressions ● Understand solving equations as a process of reasoning and

explain the reasoning ● Solve equations and inequalities in one variable ● Represent and solve equations and inequalities graphically

Suggested placement options for students deemed “not College Ready” by the end of grade 11

Course Completed in Grade 11Algebra I Geometry Other Course

Prior to Algebra 2

Algebra 2 Trigonometry, College Algebra, Pre-Calculus

StatisticsOR AP Stat

Calculus or Beyond

12th Grade Option 1

Geometry*with “Support”**

Enrollment in Alg. 2

Enrollment in Alg. 2

Re-enrollment in Alg. 2

12th Grade Option 2

Enrollment in a “Transition Course” course (See Table 3.1)

12th Grade Option 3

“Other Instructional Opportunities” as defined by the district

Enrollment in a Course beyond Algebra 2 with “Support”

Students taking Algebra 2 prior to grade 11 (but not yet deemed college ready)

Enrollment in a Courses beyond Algebra 2 with “Support” Other instructional opportunities as defined by the local school district

*For students enrolled in Algebra I in grade 11, placement in 12th grade Geometry would satisfy state graduation requirements. **The term ”Support” refers to the need to infuse College and Career Readiness content skills (TABLE 3.1) to deepen student understanding and proficiency. Differentiated “support” can be provided to meet specific needs of individual students.

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