Bridge to College Project 2018-19

1. Bridge to College Project 2018-19 Wednesday January 24, 2:30-3:30 P.M. Bridge to College Leadership Team: Bill Moore, Director of K12 Initiatives, State Board for Community and Technical Colleges Kathe Taylor, Assistant Superintendent of Learning and Teaching, OSPI Sally Hanson, Project Manager, State Board for Community and Technical Colleges Molly Berger, English Language Arts Specialist, OSPI Katy Absten, Math Specialist, OSPI Dutch Henry, English Faculty, Shoreline Community College Megan Luce, Math Faculty, Cascadia Community College Bridge to College Courses are funded by: College Spark Washington 1

2. Agenda • Current status of Bridge to College Math and English • What we have done and what we are seeing • Course updates • What we know today about graduation requirements • Moving to sustainability • Teacher and School Expectations • Support • Registration process 2

3. 81 districts 128 high schools 270 teachers (~5500 students) Bridge to College Project Bridge to College has continued to develop 2017-18 2016-17 2015-16 2014-15 3

4. Teachers respond positively • 94% of math teachers and 99% of ELA teachers agreed or strongly agreed that the course made their students more college ready. • 100% of ELA teachers agreed or strongly agreed that the course provided sufficient opportunities for students to develop the ability to read closely and delineate and evaluate the argument and specific claims in a text. • 98% of Math and 97% of ELA teachers agreed or strongly agreed that they received the support they needed to teach the course. • Bridge to College Survey, June 2017 Ready Washington Video, What Is Bridge to College, June 2017 4

5. Student response and success is strong • The number of students responding to a survey who did not feel prepared for college at the beginning of the course, dropped from 47% to 3%. Bridge to College Student Survey, June 2017 5

6. “I would recommend this class to other students because from my experience, there were real life lessons that I learned and could really apply to many other aspects of my life. Through the readings and assignments I became a critical thinker and was able to analyze texts that I initially felt were too challenging at first.” • “It takes what I think are the best parts of math, understanding how we can apply it to the real world and how you can use it outside of school.” Bridge to College Student Survey, June 2017 6

7. 2015-16 Grades for Bridge to College Students Math English 7 Comprehensive Education Data and Research System, June 2017

8. BERC Research Group findings show effective instructional practices in Bridge to College Courses. 8

9. Bridge to College Math – Focus on Thinking BERC, Bridge to College Report 2017 9

10. Bridge to College English– Focus on Thinking 10 BERC, Bridge to College Report 2017

11. The Legislature is supportive • ESHB 2224: High school transition courses and the assessments offered in association with high school transition courses shall be considered an approved locally determined course and assessment for demonstrating that the student met or exceeded the high school graduation standard. 11

12. The Bridge Course Answers “The Call” The basic college readiness challenge in Washington is • Too many students place into precollege courses at college entry • Too few of those students succeed in completing college-level coursework • According to the National Conference of State Legislatures remedial education is widespread (2015). What is remedial education? It is defined by the classes that are taken on college campuses that are below college-level. Students still pay tuition and can use financial aid for these courses, but they do not earn college credit. 12

13. Statewide, OSPI Data Analytics show that 32.9% of Washington high school students were placed in remedial math or English classes in Washington colleges. 13

14. Higher Education Placement Agreement • The agreement has been endorsed by all 34 Washington community and technical colleges. • The agreements offer high school students the opportunity to use their scores on the high school Smarter Balanced assessment to establish their readiness for college-level coursework when entering higher education institutions in Washington. • Over time the goal is to increase the number of students enrolling directly into college courses without remediation by: • offering students an early opportunity to know whether they are ready for college-level academic work through reflective practice in the course; • providing an incentive for achieving the Common Core standards as reflected in the Smarter Balanced assessment; and • creating alternatives for students, if necessary, to use their senior year more effectively in getting ready for college-level work. 14

15. Professional Learning Support for Teachers 15

16. Math Course Specifics Principles To Action, StaNDARDS, Habits of Mind, Supporting documents for math practices 16

17. Bridge to College Mathematics • Addresses key standards in Common Core to prepare students for success in non-calculus pathway college math classes • Embeds explicit emphasis in Standards for Mathematical Practices throughout the course • Built with rigor, innovative instructional strategies, and a concentration on contextual learning that departs from procedural memorization and focuses on engaging the students in real world contexts. 17

18. Principles to Action (NCTM) & High Leverage Teaching Practices Teachers….. • Establish mathematical goals to focus learning • Implement tasks that promote reasoning and problem solving • Use & connect mathematical representations • Facilitate meaningful mathematical discourse • Pose purposeful questions • Build procedural fluency from conceptual understanding • Support productive struggle in learning mathematics • Elicit and use evidence of student thinking 18

19. ELA Course Specifics Outcomes, Principles, and Course Content 19

20. Course Outcomes: • Washington Literacy Learning Standards • Rhetorical writing with emphasis on audience, purpose, and situation • Development of inquiry questions • Emphasis on critical thinking in development of text based argument 20

21. Course Outcomes: Habits of Mind • They become self-directed learners who can engage in academic tasks independently. • They demonstrate “grit” and persistence during academic tasks. • They demonstrate metacognitive awareness. • They respond to the varying demands of audience, task, purpose, and discipline. • They comprehend and critique. 21

22. Course Principles • Student-centered in design and implementation • Habits of Mind are integral to college and career success • Course outcomes emphasize college and career readiness • Teacher is the professional in the room • Fidelity (Integrity)to the essential characteristics of the course design (the module template or instructional process) • Use of agreed upon summative assessments to determine student progress 22

23. Course modules • Complete a minimum of 6 modules over the course of the year • Teacher choice of modules and choice of strategies within the modules • Move from reading rhetorically to developing own thinking to writing rhetorically (module “template”) • Contemporary issues using nonfiction and literary texts • Modules from a variety of sources, but many are locally developed by Washington educators within the last year • Emphasis on regional and local issues and high student engagement 23

24. 2018-19 Plans for Courses • Develop strategies to sustain the professional learning and delivery model statewide • Placement agreement is continuing based on adherence to course principles and curriculum • Students earn the agreement to enter credit-bearing math or ELA standards at Washington community and technical colleges and Eastern Washington University. • Math students who earned a 2 on the SBA and earn a B in the class • ELA students who earn a B in the class 24

25. Continued emphasis on open educational resources • Teachers who are eligible to teach course can earn “badge” 25

26. 2018-19 Professional Learning Expectations *Grant funds may be available to offset district costs. 26

27. 2018-19 Materials • All course materials will be available digitally on the online course site. Schools may print these materials. • For the English course, 2 book-length texts are required. These are purchased by the school. 27

28. Bridge to College Courses and Graduation Requirements • The legislature is still in session, but at this point • Bridge to College Courses are transition courses and, along with their embedded assessments will count as an alternative assessment for the SBA in 2018-19 for seniors. 28

29. Registration and Course information is available on OSPI websitewww.k12.wa.us/CurriculumInstruct/BridgetoCollege 29

30. Questions • Frequently asked questions: • http://www.k12.wa.us/CurriculumInstruct/BridgetoCollege • Bill Moore, Project Director, bmoore@sbctc.edu • Sally Hanson, Project Manager, shanson@sbctc.edu • Molly Berger, OSPI ELA Specialist, molly.berger@k12.wa.us • Katy Absten, OSPI Math Specialist, katy.absten@k12.wa.us • Thank you! 30