1. Integrating K-12 Instructional Best Practices into Precollege Classes
Erin Schoenlein
Transitional Studies Faculty – Clark College
BtCM Higher Ed Partner
Dawn Draus
Math Faculty – Lower Columbia College
BtCM Course Trainer
Megan Luce
Precollege Math Faculty - Cascadia College
BtCM Higher Ed Lead
Integrating K-12 Instructional Best Practices into Precollege Classes
AMATYC – Denver, November 2016

2. Smarter Balanced Agreement: WA two-year colleges
11th Grade Score Level
Math Placement Options Available Based on Score 4
Any entry college-level math course through pre-calculus I 3
Math& 107 (Math in Society), Math& 146 (Statistics), or their equivalents
Pre-calculus contingent on a B or better in a calculus pathway class (any algebra-based courses with Algebra 2 as a formal or informal prerequisite) as a high school senior
Smarter Balanced Agreement: WA two-year colleges
Math Placement options apply to students who…
go directly into higher education after high school, i.e., the fall term of the academic year following their high school cohort graduation.

3. Smarter Balanced Agreement (continued)
11th Grade Score Level
Math Placement Options Available Based on Score 2
Math& 107 (Math in Society), Math& 146 (Statistics), or their equivalents, contingent on a B or better in the statewide Bridge to College Math course or through local institutional processes (transcript, high school GPA, additional testing, etc.) 1
Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses
Smarter Balanced Agreement (continued) .

4. BRIDGE TO COLLEGE MATH Course
Course standards identified by college and high school math faculty from Common Core State Standards and Standards for Mathematical Practice
Prepares students for non-calculus pathway college-level courses such as Math in Society and Statistics
Revised version of MathReady by SREB used as curricular materials for the course; highlights modeling, reasoning, and engaging tasks grounded in applications
Each unit includes a hook, at least one formative assessment lesson, and a series of classroom tasks
BRIDGE TO COLLEGE MATH Course

5. Washington Transition Courses
Bridge to College Math
Bridge to College English
Pilot math & English course materials
(38 districts, 42 high schools)
74 districts
125 high schools
~260 teachers
97 districts
162 high schools
~280 teachers
College Spark grant
( )
Core to College grant ( )

6. Standards for Mathematical Practice (common core state standards)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

7. Bucky the Badger video UNIT 1 HOOK Engage Poster paper
Components needed that will make the argument viable?
By Source, Fair use,

8. How many pushups does Bucky do?
Explore and explain
How many pushups does Bucky do?
Give an estimate that you know to be too high
Give an estimate that you know to be too low
Here’s what happened…
Bucky the Badger video
What combinations of points that aren’t possible (touchdowns 7 and 3)

9. Unit 2 Formative assessment lesson
Is this equation “always true”, “never true”, or “sometimes true”?
(x + 2)(y + 2) = xy + 4
Be prepared to share and justify your answer.
Unit 2 Formative assessment lesson
Remind teachers of the norms and what your team members need to be successful.
Launch:
Always Sometimes Never true?
Let teachers work in pairs for 10 minutes
Monitor, select a few people to support their position (Always, sometimes, never)
Address the idea that x and y can be 0
Algebraic approach and visual/area model approach

10. Justify your answer EVERY time.
Card sort
TAKE TURNS determining if an equation is always true, sometimes true or never true.
Justify your answer EVERY time.
Explore:
Always Sometimes Never Card Sort
Work in groups, take turns, sort into 3 piles
Be sure only one person is talking in a group at a time and providing reasons for every card.
Be sure you are using reasoning skills – provide justification
Facilitator/Teacher can ask:
Can you use an area model to justify?
Can you use an algebraic approach to justify?
Can you sketch a graph to show why (Card 8) has only 2 solutions?

11. Bridge to College MATH at Clark College
Focus on College and Career Readiness Standards
Using an Open Education Resource from WAMAP
Portions of the Bridges curriculum
5 out of 8 units
Appropriate tasks
Order deviations
Adaptions necessary for Basic Skills students

12. Focus on Student Learning
“I think this class is not too challenging as to where someone would want to drop the class.”
“The class was very encouraging – I really like the Math Ready packet, but the card sorts were hard.”
“The awesome part is that in the past I would think about how to modify my handout and the colors I used at the board, rather than change the approach altogether. “
Tracy Nehnevaj, Professor Clark College
“It’s a lot of math to learn but it works.”

13. Bridge to College Math at Lower Columbia College
MATH 087/097 – Essentials of Pre-College Math
Unit 1 – Algebraic Expressions
Unit 2 – Linear Equations
Unit 3 – Linear Functions
Unit 4 – Linear Systems of Equations
Unit 5 – Quadratic Functions
Unit 6 – Exponential Functions
BtCM Unit 1
BtCM Unit 2
BtCM Unit 4
BtCM Unit 5
BtCM Unit 6
BtCM Unit 7
Aligns with SREB without much effort
We are able to use the same text to support the routine math
MML used for homework, because that is what we already have

14. What students and teachers are saying
"Where has this class been all my life? In other math classes, I have felt like everyone else gets it and I'm drowning. In this class, we cheer each other on. It's a very encouraging environment.“
"I was so scared to come back to math after all of these years. This class is fun. I am not scared.“
"In this class I'm learning the 'why' of what I'm doing, which makes me more confident in my ability.”
TEACHERS:
"How often do your math students ask you if they can stay late because they are having fun?“
"[They] are significantly more prepared for critical thinking and problem solving."
What students and teachers are saying

15. Bridge to College Math at Cascadia College
Introduction to Algebra (Units 1 & 2) Introduction to Modeling, Operations and Expressions, Linear Equations, and Simplifying Expressions and Solving Equations Essentials of Intermediate Algebra (Units 4, 5, & 7) Linear Functions, Systems of Linear Equations, Polynomials, Exponential Functions, and Logarithmic Functions Algebra for Pre-Calculus (Unit 6) Factoring Polynomials and Solving Polynomial Functions, Quadratic Functions, Rational Functions, and Radical Functions
Bridge to College Math at Cascadia College

16. Student Feedback
This course allowed students to come to conclusions on our own without the teacher telling us what to learn.
The teacher taught math in a way that made a math incompetent fool like me understand. She helped us understand what math was rather than memorization.
I was hesitant about doing so much group work in class but I found it very beneficial to help others or to see how other people came to conclusions that I was having trouble with.

17. Benefits at all three institutions
Students gain confidence, critical thinking skills, and ability to “speak” math while transitioning to college level courses
BEdA, developmental, and math faculty shift teaching practices to incorporate the Mathematical Practices into their classrooms
Collegial conversations between BEdA and precollege instructors focused on student learning

18. Learn More about the course and access the materials