Q: Can you give me a description of the English placement process?
A: To make sure that students are appropriately challenged but not overwhelmed, it is important that the placement process considers each student thoughtfully. Our department goal is to find the right level of challenge for each student at the depth and pacing that are appropriate. We are looking for the level where each student can increase writing, thinking, and reading skills best. While all courses follow the same curricula and target the same exit skills, the pacing, delivery methods, level of independence, type of homework, and assessments vary among levels.
Most students are appropriately challenged by their current English level and will remain in that level the next school year.
However, some students whose consistent excellence and superior academic motivation indicate that they are ready to "move up" in English may be recommended to a higher level by their English teacher. Others, who are struggling in their current placement, may be recommended to "move down" to a level more appropriate for their overall success.
All students will learn about their recommended placement in English for the next school year from their current English teacher.
For the majority of students, the English placement process will be complete at this point.
To help us make the best placement decision for your child, we look at many indicators:
Term 1 grade
Quarter 3 grade (if available)
20-minute reading test:
This reading test is not graded, but data will be used to help teachers with the placement process for each student. Of course, “extended time” accommodations that are part of a 504 or IEP will be implemented. Teachers will choose a day before February 1 for this test and announce it in class.
level of academic independence
demonstrated skills and progress with classroom writing assignments this year
MCAS scores
Q: When does this occur?
A: Watch your email closely in January for updates from your student's English teacher.
Q: What if I don't like my child's placement recommendation? I've heard there's an appeal process that must be followed closely-- can you explain that?
A: Some students, after hearing about their English placement, may decide that they want to appeal and "move up" a level beyond the recommendation. To appeal a teacher's placement recommendation, student(s) and their parent(s)/guardian(s) must complete all of the steps outlined below, including the after-school appeal essay. None of the steps can be skipped, and each must be completed in order.
Step 1: Complete a 45-minute after-school English appeal essay. Students must attend one of the four scheduled after-school opportunities to complete this requirement. These appeal essays will be held on
An parent + student email will provide dates for the 45-minute appeal essay described above. In addition, these dates will be posted on each English teacher’s whiteboard to remind students wishing to appeal to choose one of these three dates.
Step 2: Schedule a meeting with the English Department Chairperson. The parent(s)/guardian(s) of students wishing to appeal must email the English Department chairperson to schedule a meeting. The student, parent(s)/guardian(s), and content specialist will attend this meeting, and the department chairperson will review academic expectations for the higher level in English. In addition, the results of the standardized reading comprehension test and the appeal essay will be reviewed. Gail Duffy is the English Department Chairperson. Her phone number is 508-359-4367 x1001, and her email is bsancher@email.medfield.net.
Step 3: Sign the appeal form. The student, parent(s)/guardian(s), and content specialist will all sign the appeal form BEFORE April vacation, and this change will be made to the student's schedule for the next school year. All summer reading and writing requirements for Honors and AP courses must be strictly upheld.
Q: What's the difference between the levels?
A: While all levels learn how to read critically and write analytically, pacing and long-term projects, assessments and testing differ from level to level. With few exceptions, all classes at all levels read the same literature titles. Please find a longer explanation below.
Honors English classes focus on analytical writing, upper level style techniques, and syntactical sophistication. Honors pacing/delivery is demanding and challenging. It often precludes grammar/structural review techniques. Students are expected to have exceptional written and oral organizational skills. Novels are often read independently and assigned for a short reading period. Homework is typically in essay format. Independent work is stressed. Although faculty are careful to remind student about homework and due dates, Honors students must take responsibility for these deadlines. Punctuality and readiness are non-negotiable expectations at the Honors level. Long-term assignments are a hallmark of Honors classes. They are often done completely independent of classroom discussion and frame an important part of Honors homework; other short-term writing, responding, and reading assignments are given daily.
C1 level courses follow the identical curriculum, but analytical writing delivery is delivered, by design, at a more moderate and incremental pace. Analytical writing is an important part of the curriculum, and faculty work closely with their classes to help students understand the blueprint of sound analytical writing, crafting lessons to incrementalize each portion of the writing process. Often, but not always faculty offer peer editing and rough draft opportunities to ready students for the final and graded submission. Grammar delivery is similar, with review, practice, and application delivered at an appropriate and incremental pace. Our novels are often showcased within our classroom discussion; time is set aside to help students understand the relationship of plot to theme. Guide questions and/or in-class discussion are part of our novel unit design. Homework is given on a daily basis; this includes reading assignments as well as written work.
C2 level courses share the same curriculum and emphasize identical exit skills; however, delivery in a C2 class is tailored to student need. Writing instruction includes emphasis on pre-writing, organizational strategies, rough drafting, and editing. Time is devoted to mastery at each of these important stages in the writing process. Delivery is, by design, incremental. Handouts, organizational aids including graphic organizers, and study questions help ensure that students gain understanding and mastery in reading, writing, and communication. Novels are part of in-class discussions where students gain mastery in understanding the relationship between plot and such complex concepts as symbol and theme. Grammar, an important part of writing, is part of this curriculum as well. Students receive review of important grammar concepts, time to practice these concepts, and an expectation that these grammar concepts will be all submissions. Homework includes reading assignments as well as written work.