1. Bridge to College Courses Funded by College Spark Washington Bridge to College Mathematics and English Language Arts Courses: Informational Webinar February 4, 2015 Presented by: OSPI Teaching and Learning Team State Board for Community and Technical Colleges Partners

2. Bridge to College Courses Funded by College Spark Washington Our Time Today  Background on Core to College Project and Bridge Course Foundations  Mathematics & English Language Arts Course Overviews  Support System and District/School Commitments  How to Register – the Details This webinar will be recorded and posted with Questions and Answers on the OSPI Teaching and Learning Bridge Course Web Site: OSPI – Teaching and LearningOSPI – Teaching and Learning – New! Bridge CourseNew! Bridge Course or http://www.k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx

3. Bridge to College Courses Funded by College Spark Washington Core to College Evolution 3

4. Bridge to College Courses Funded by College Spark Washington 2012-2014 Core to College Projects & Partners COLLEGE LEADPARTNERSSUMMARY OF PROPOSED ACTIVITIES Clark (Carren Walker) Evergreen PS, ESD 112  Joint faculty inquiry group (FIG) to build shared understandings of CCSS and SB and develop deeper cross-sector collaboration  Develop and test protocols for joint efforts around CCSS and SB, especially the Standards for Mathematical Practice  Studio Classroom work at both sites Cascadia (Megan Luce) Northshore SD, UW- Bothell  Joint PD on CCSS, especially Standards for Mathematical Practices  Explore use of SB assessment in placement and college-readiness assessment with college  Revise pre-college curriculum based on understanding of CCSS to build better alignment to college level math courses  Extend college/HS partnership work to precalculus courses/teacher Olympic (Mike Dodge) 11 high schools, ESD 114  Quarterly workshops with discussions, interaction between sessions—focus on CCSS and college/HS curriculum alignment  Explore transcript rubric and use of SB as part of placement process Wenatchee Valley (Rick Underbakke) Eastmont SD, Wenatchee SD  Develop transcript placement rubric  Align algebra 2 with Math 99 at WVC using CCSS as framework  Develop common final assessments for aligned courses Spokane Falls (Jim Brady) SCC, ESD 101, Spokane PS, EWU  Construct rubric to assess alignment between secondary (or postsecondary precollege) math curriculum and CCSS  Pilot rubric at area institutions, then use preliminary results to initiate campus conversations about CCSS and about alignment issues Shoreline (Norma Goldstein) Shoreline SD  Joint PD on CCSS and SB (math: lesson study & classroom observations; ELA, norming on student work with SB material)  Develop transcript-based placement process incorporating SB results  Collaborate in designing senior year ELA course around CCSS

5. Bridge to College Courses Funded by College Spark Washington Bridge to College Transition Courses (Bridge to College Math and English) Core to College grant (2011-2014) College Spark grant (10/14-12/17)

6. Bridge to College Courses Funded by College Spark Washington Smarter Balance SB 11 th Grade Score Math Placement Options Available Based on Score English Placement Options Available Based on Score For students scoring at level 4… Any entry college-level math course through pre-calculus I An entry college-level English course (including but not limited to English Composition or its equivalent) For students scoring at level 3…  An entry college-level terminal math course not on the calculus pathway  An entry-level calculus pathway math course, contingent on a B or better in a calculus pathway class in the senior year of high school An entry college-level English course (including but not limited to English Composition or its equivalent) For students scoring at level 2… An entry college-level terminal math course not on the calculus pathway, contingent on a B or better in the statewide math college readiness/transition course or through local institutional processes (transcript, high school GPA, additional testing, etc.) An entry college-level English course (including but not limited to English Composition or its equivalent), contingent on a B or better in a statewide English senior year college readiness/transition course or through local institutional processes (transcript, high school GPA, additional testing, etc.) For students scoring at level 1… Additional placement information, determined by local institutional processes (transcript, high school GPA, additional testing, etc.), needed for all entry-level courses A college-level course option available, no remediation required (For CTCs, some BIs: no placement testing unless student wants higher placement than offered by Smarter Balanced score) Additional information required for student placement CTCs only: A college-level course option available, contingent on success in senior-year ”transition” course or additional placement information Core to College Agreements: Smarter Balanced High School Assessments & Course Options

7. Bridge to College Courses Funded by College Spark Washington Why Bridge Courses? The Placement Agreement and Transition Courses will:  Allow more students to have “college-ready” math/English skills before they enter college  Over 50% of students who enter college currently test into remedial course  Improve curricular alignment between K-12 and entry-level college courses in math and English classes  Develop and sustain local college/school district partnerships  Give students a different option and experience engaging in the math and ELA content

8. Bridge to College Courses Funded by College Spark Washington Bridge to College Courses: Key Elements  Designed for students who score below “college-ready” on the 11 th grade Smarter Balanced assessment but are interested in attending college without remediation or placement testing when enrolling in college after graduation.  Jointly developed and coordinated by college faculty and high school teachers  Grounded in new WA State Learning Standards for Math and ELA (the Common Core State Standards)  Embed explicit emphasis in critical Math and ELA content shifts throughout the courses

9. Bridge to College Courses Funded by College Spark Washington Bridge to College Courses: Higher Education Placement Agreements Pending final review of the 2014-15 course pilots, beginning in fall 2016, students completing the course with a B grade or better will be considered college- ready by Washington community and technical colleges and permitted to enroll in an entry-level college math (excluding precalculus) and English courses with no remediation or additional placement testing required.

10. Bridge to College Courses Funded by College Spark Washington Mathematics Course Details Bridge to College

11. Bridge to College Courses Funded by College Spark Washington Bridge to College Mathematics: Foundational Content & Design WA State Learning Standards for Mathematics (Common Core State Standards and Standards for Mathematical Practice) Modeling with Mathematics Mathematical Reasoning Engaging Tasks grounded in applications Access the materials: SERB - (http://www.sreb.org/page/1684/math_ready.htm).http://www.sreb.org/page/1684/math_ready.htm WAMAP - http://www.wamap.org)http://www.wamap.org

12. Bridge to College Courses Funded by College Spark Washington Recommended Priority for Student Enrollment - MATHEMATICS  Seniors who have taken Algebra 2 but have not passed.  Seniors who have not taken Algebra 2 or a 3rd math credit.  Seniors who have passed Algebra 2 (or a 3rd credit of math aligned to their post-high school goals) but would benefit from additional math intervention.  Seniors who score below college-ready on the 11th grade Smarter Balanced assessment but are interested in attending college.  Note: To meet the minimum admissions requirements for state baccalaureate institutions, students need to pass Algebra 2 for their 3rd credit of math. The Bridge to College Mathematics Course does meet the baccalaureate senior year requirement for a math or quantitative reasoning course as determined by the Washington Student Achievement Council (College Academic Distribution Requirements (CADR), 2014).

13. Bridge to College Courses Funded by College Spark Washington Unit 6: Quadratic Functions Model the flight of an angry bird using the tools provided. In your group, decide what the key features of this model are and label your poster accordingly. You do NOT have to attend to precision with the location of the points but you should include a brief description and how you COULD find these precise values. All information should be recorded on a group poster.

14. Bridge to College Courses Funded by College Spark Washington Mathematics Pilot Districts 15 high school teachers & 2 community college faculty http://k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx http://k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx SCHOOL DISTRICTS Battle Ground Central Kitsap Central Valley Grandview Kelso Mead Rochester Shoreline South Kitsap COMMUNITY COLLEGES Clark College Cascadia College

15. Bridge to College Courses Funded by College Spark Washington Math Pilot Teacher voices I love how engaged the students are and how much they have to talk about the math they are doing in class. I love that we are shooting for a deeper level of understanding, rather than procedural fluency. The thinking of my students, I love the connections they make and the ideas they come up with. “I’m having fun,” “I enjoy this” Getting the kids to share. Discussions have been inclusive of all ability levels, promoting math confidence (I think). So far, some positive feedback from students is... "I really like the dots because I am a visual thinker." From a parent: "My daughter has remarked multiple times that she feels like this is math she will actually use in her life." Students are generally engaged. The students in my class are not easily motivated by traditional coursework. The material in this course is much more engaging to students. Overall I am really satisfied and excited about the course. My students seem to be engaged and enjoying the content. I really like the contextual nature of the tasks, and also the fact that some activities are great for visual and kinesthetic learners, which many of these students are. This curriculum for the most part seems to be meeting students where they are at. In general, the materials align fairly well. I am not a fan of activities such as throwing gummy bears around the room, but I love the explorations.

16. Bridge to College Courses Funded by College Spark Washington English Language Arts Course Details Bridge to College

17. Bridge to College Courses Funded by College Spark Washington Bridge to College English Language Arts: Foundational Content & Design WA State Learning Standards for English Language Arts (Common Core State Standards) Students will: ◦ Engage with rigorous texts and activities that support developing the capacities of literacy, including deepening appreciation of other cultures, valuing evidence and responding to varying tasks across content areas, and navigating technology to support their work. ◦ Evaluate the credibility of information, critique others’ opinions, and construct their own opinions based on evidence. ◦ Use strategies for critical reading, argumentative writing, and independent thinking while reading unfamiliar texts and responding to them in discussion and writing. ◦ Develop essential habits of mind necessary for student success in college, including independence, productive persistence, and metacognition.

18. Bridge to College Courses Funded by College Spark Washington ELA – Canvas Shell Module Access This course has enabled open enrollment. Teachers can self-enroll in the course once we share with them this URL: https://resources.instructure.com/enroll/EXRFK9. https://resources.instructure.com/enroll/EXRFK9 Alternatively, teachers can sign up at https://resources.instructure.com/register and use the following join code: EXRFK9 https://resources.instructure.com/register

19. Bridge to College Courses Funded by College Spark Washington Recommended Priority for Student Enrollment – ENGLISH LANGUAGE ARTS  Seniors who score below college-ready on the 11th grade Smarter Balanced assessment and would like to enter directly into a college Composition class without remediation or placement testing when enrolling in college after graduation.  Note: To meet the minimum admissions requirements for state baccalaureate institutions, students need to pass four (4) credits of English, determined by the Washington Student Achievement Council (College Academic Distribution Requirements (CADR), 2014).  Seniors who are seeking an alternative to a core English 12 class.

20. Bridge to College Courses Funded by College Spark Washington Southern Regional Education Board Unit I Informational Text The Shallows Nicholas Carr

21. Bridge to College Courses Funded by College Spark Washington California State University Bring A Text To Class

22. Bridge to College Courses Funded by College Spark Washington English Language Arts Pilot School Districts English teachers from 31 Districts are piloting individual instructional modules, not full courses in Spring 2015 http://k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx http://k12.wa.us/CurriculumInstruct/BridgetoCollege/default.aspx  Aberdeen  Anacortes  Castle Rock  Central Kitsap  Deer Park  Everett  Evergreen  Freeman  Kent  Lake Stevens  Newport  North Kitsap  North Mason  Ocean Beach  Olympia  Othello  Quilcene  Port Angeles  Renton  Richland  Rosalia  Seattle  Sequim  Shoreline  South Kitsap  Spokane  Tumwater  Vancouver  Walla Walla  Wapato  West Valley

23. Bridge to College Courses Funded by College Spark Washington ELA Pilot Teacher Voices My school is so excited to have this opportunity! These modules are rich with integrated literacy skills. The module is integrative in its approach to a wealth of non-fiction materials. There are several high quality and complex articles, a TED Talk with a transcript, a speech from Nelson Mandela speech, and the youtube video for "Wealth Inequality in America.” This modules review and reiterate the important literacy skills that students will need for college.

24. Bridge to College Courses Funded by College Spark Washington Support System and District/School Commitments

25. Bridge to College Courses Funded by College Spark Washington Implementation Support System Professional Development – Summer and School Year ◦ 3-day Summer Workshop – required for all participating teachers (Aug 5,6,7 – Wenatchee, WA) ◦ 1-day Summer Principal Leadership workshop – required for principal or designee of participating school (Aug 7 – Wenatchee) ◦ Bridge Course Teachers meet 5 times during the school year (2 content training, 3 PLCs) Bridge Course Teams (regional “PLCs”) ◦ Comprised of 2-4 districts geographically close ◦ Bridge Team Leader facilitates group – opportunity for ongoing collaboration and learning ◦ 5 days during school year for Bridge Course Teachers Communication support for parents, teachers, administrators, and community

26. Bridge to College Courses Funded by College Spark Washington Expectations for Participating Districts & Schools Teacher Identification Criteria: Teachers chosen for implementing the Bridge Course should be teachers who have a deep understanding of the CCSS, their instruction reflects the shifts in the CCSS and they have demonstrated evidence of successfully teaching struggling students. Principal / District Commitment: Principals (or their designee) are required to attend a 1-day training on the final day of the 3-day summer teacher Bridge Course training that will allow for collaboration and planning between teachers and principals. Course Implementation: Commit to teaching the course with fidelity, using the Bridge Course curriculum, throughout the duration of the school year. ***Including use of the standardized Bridge to College Course Codes (see ppt notes). Professional Learning Participation (summer and school year): Teachers need to commit to a 3-day summer training August 2015 and 5 full days of professional development during the school year with regional “Bridge Course Team” colleagues. implementation through content trainings and PLCs.

27. Bridge to College Courses Funded by College Spark Washington Eligibility and Selection  All districts and high schools are eligible to register and deliver the course/s.  Districts/schools will be selected on a first-come, first registered basis.  Schools that are 50% or higher free & reduced lunch will be given priority for selection for both the Bridge to College Mathematics and Bridge to College English course funding; in addition, schools who are receiving College Spark funds for implementation of Agile Mind’s Intensified Algebra or Academic Youth Development Advisory programs will be given priority for selection.College Spark  Districts will be notified starting at the end of February on a weekly, rolling basis as to their selection for implementation in the 2015/16 year.  Districts not able to provide the courses in 2015-16 will be able to register in spring 2016 for the 2016-17 school year.

28. Bridge to College Courses Funded by College Spark Washington Capacity and Funding– 2015-16  Up to 100 ELA and 100 math teachers (2 ELA and 2 Math max per high school) will be selected to implement the Bridge courses for the 2015-16 school year.  Participating high schools will receive up to $10,500 to cover summer and school year professional development costs, including stipends, substitute reimbursement, and travel costs for teachers and building leadership (maximum - $2,500 per participating teacher; $500 for leadership support).

29. Bridge to College Courses Funded by College Spark Washington How to Register 1.Review iGrants Form Package 719 and the associated informational documents located on the Profile Page:iGrants - Bridge to College Course: Project Overview - Bridge to College English language arts (ELA) - Course Overview - Bridge to College Mathematics - Course Overview - Participating School Questionnaire (complete one per participating school) 2.Identify school(s) and teacher(s), for math and/or ELA, who will participate in implementation of the Bridge to College Course. - Provide Bridge to College Course documents to participating principals and participating teachers. Note: Participating schools may select 1-2 math teachers and/or 1-2 ELA teachers per school. The grant will support no more than 4 teachers per school. Schools cannot choose, for example, 3 ELA teachers and 1 math teacher. Maximum of 2 per content area. - Confirm school principal and teacher(s) are able to participate in required summer training. - Secure completed School Questionnaires from each participating high school for upload into iGrants.

30. Bridge to College Courses Funded by College Spark Washington How to Register, cont. 3.Complete iGrants Form Package 719. This includes:iGrants ◦ Identifying a Bridge Course district lead, iGrants budget designee and District Assessment Coordinator or other district personnel responsible for Bridge Course data; ◦ Ensuring key district leaders read and understand the district assurances and obtain an electronic signature on the district assurances from the district Superintendent; ◦ Sending participating school principals the School Questionnaire and ensuring the questionnaire is completed, signed and returned to the district lead; ◦ Completing all required pages within iGrants and uploading all participating School Questionnaires; and ◦ Completing the district iGrants budget following the budget instructions (page 3) in iGrants. Funds will be accessible starting 7/1/15.

31. Bridge to College Courses Funded by College Spark Washington Questions? For GENERAL information about the Bridge Course and K-12/ Higher Education agreements: Sally Zeiger-Hanson, SBCTC, Bridge Course Project Manager 360-704-1055 | shanson@sbctc.edu For COURSE CONTENT and iGrants Registration information: OSPI Teaching & Learning: corestandards@k12.wa.usshanson@sbctc.educorestandards@k12.wa.us THANK YOU!