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 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

3. Bridge to College Project
Bridge to College has continued to develop
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)
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

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
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%
students
estimated 7500 more in ; project about the same for 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 Group site visits and observations in Year 1 of implementation
BERC, Bridge to College Report 2017 9

10. 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

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.
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

13. 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
Post Secondary Remediation
Other data analytics and resources 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.
Since the actual recorded webinar, this slide has been replaced with the updated information from the July 15, SBAC/CTC Agreement. 14

15. 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

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
Link to dropbox—
Book provides tables of teacher and student actions that can be observed. 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
Page 15 of the Teacher Binder 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
Guiding Course Principles can be found on page 16 in the Teacher Binder. 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. 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
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

27. 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 for seniors. 28

29. Registration and Course information is available on OSPI website www
Registration and Course information is available on OSPI website CurriculumInstruct/ BridgetoCollege 29

30. Questions Thank you! Frequently asked questions:
Bill Moore, Project Director,
Sally Hanson, Project Manager,
Molly Berger, OSPI ELA Specialist,
Katy Absten, OSPI Math Specialist,
Thank you! 30