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

Agenda What we have done and what we are seeing Course updates 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

Bridge to College Project Bridge to College has continued to develop 2017-18 2016-17 Pilot math & English course materials (37 districts, 42 high schools) 80 districts 125 high schools 260 teachers 97 districts 154 high schools 276 teachers 81 districts 128 high schools 270 teachers (~5500 students) 2015-16 2014-15 Supporting Common Core implementation Helping students moving directly from K-12 to higher education avoid “remediation” as part of our Smarter Balanced higher education placement policy agreement 3

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

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

“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

2015-16 Grades for Bridge to College Students Math English Grades Number of Students % A 444 17% B 880 34% C 692 26% D 365 14% F (or other) 244 9% Total 2625 100% Number of Students % 663 21% 840 27% 791 25% 505 16% 343 11% 3142 100% 2015-16 students estimated 7500 more in 2016-17; project about the same for 2017-18 7 Comprehensive Education Data and Research System, June 2017

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

Bridge to College Math – Focus on Thinking BERC Group site visits and observations in Year 1 of implementation BERC, Bridge to College Report 2017 9

Bridge to College English– Focus on Thinking BERC Group site visits and observations in Year 1 of implementation 10 BERC, Bridge to College Report 2017

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

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. Facts (NCSL, 2015): National studies have shown that 28 – 40 percent of students are enrolled in a remedial course. In community college over 50 percent of the students are enrolled in at least one remedial course. 12

Statewide, OSPI Data Analytics show that 32 Statewide, OSPI Data Analytics show that 32.9% of Washington high school students were placed in remedial math or English classes in Washington colleges. Post Secondary http://www.k12.wa.us/DataAdmin/PerformanceIndicators/PostsecondaryEnrollment.aspx Post Secondary Remediation Http://www.k12.wa.us/DataAdmin/PerformanceIndicators/PostsecondaryRemediation.aspx Other data analytics and resources http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DataAnalytics.aspx 13

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. Since the actual recorded webinar, this slide has been replaced with the updated information from the July 15, SBAC/CTC Agreement. 14

Professional Learning Support for Teachers Summer Institute Course principles Course structure and content Instructional practices Communities of Practice Successes and challenges in implementation Instructional practice reflections Define and calibrate the meaning of college ready “What is a B?” The Bridge Teams are regionally developed Communities of Practice (PLC) with approximately 2 – 4 high schools and 6 – 8 teachers. They meet five (5) times during the year and the leadership of each meeting is facilitated by either the Bridge Team Leader or Course Trainer. Collaboration with other teachers, schools and with higher education faculty partners 15

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

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

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 Link to dropbox— Book provides tables of teacher and student actions that can be observed. 18

ELA Course Specifics Outcomes, Principles, and Course Content 19

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 Page 15 of the Teacher Binder 20

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

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 Guiding Course Principles can be found on page 16 in the Teacher Binder. 22

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

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

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

2018-19 Professional Learning Expectations Teacher Expectations School Assurances Attend summer training Participate in a community of practice meetings throughout the school year Teach the course with integrity Support teachers to attend summer training* Provide release time for teachers to attend communities of practice *Grant funds may be available to offset district costs. 26

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

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

Registration and Course information is available on OSPI website www Registration and Course information is available on OSPI website www.k12.wa.us/ CurriculumInstruct/ BridgetoCollege http://www.k12.wa.us/CurriculumInstruct/BridgetoCollege 29

Questions Thank you! 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