Does the student need to demonstrate adequate progress in the specific mode of writing assessed by the state or in writing overall?
State Board of Education policy does not specify a particular mode of writing on which a student’s progress is to be judged. Common to all modes and consistent through all levels of writing assessment in North Carolina, the four criteria of Main Idea, Supporting Detail, Organization, and Coherence are the foundations of effective writing. No student should focus solely on one mode or one type of writing, but rather the development of the writing skills reflected in the scoring criteria. This strategy allows for students who have not scored at the proficient level on the Grades 4 or 7 writing assessments to receive instruction in the Grade 5 or 8 curriculum while improving the same skills taught and assessed at the previous grade. However, the mode and type of writing used to determine a student’s adequate progress remains a local decision.
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