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Arrowhead English classes spotlight process-based grading, students win publication prizes; ACT scores improve
Summary
An English teacher presented the district’s process-based grading approach in creative-writing and composition classes, showcased student publications and contest wins, and the superintendent reported the district’s ACT composite rose to 23.3, outperforming the state by about four points.
During the superintendent’s report, English teacher Terry Carnell and several students presented the district’s process-based grading approach used in creative writing and advanced composition classes.
Carnell described a process-focused model adopted after professional development and collaboration with a critical friend and the DPI teacher-leader summit. In her words, the approach emphasizes frequent feedback, peer review and staged work: "the brainstorm is equally as important as the end result and so everything is just the same weight." Students described a reduced pressure environment that encouraged writing growth and experimentation; one student said the class “helped me with, you know, expanding what I'm, like, good with and, like, good with creating.”
Carnell also brought copies of the program’s LitMag and identified student editors and contributors. Students reported multiple competition placements and publications; the transcript notes one student was a finalist in a New York Times contest and other students won cash awards in writing competitions.
Separately in the superintendent’s report, district staff summarized ACT results for the latest year: the district composite was 23.3, cited as roughly four points higher than the state average. Administrators noted year-to-year comparisons must be made carefully because different cohorts take the test, but said the one-year improvement merits attention.
The presentation was informational; there were no board actions tied directly to the classroom presentation. Board members asked questions about grading practices and scheduling; Carnell explained daily writing practice, benchmarks and labeling of stylistic devices to make assessment visible to students.
