1. Bridge to College Mathematics and English Language Arts Courses 2015-16 part 1: Getting Ready!
OSPI Teaching and Learning:
- Jessica Vavrus, Asst. Superintendent
- Anne Gallagher and Katy Absten, T&L Mathematics
- Liisa Potts and Amy Ripley, T&L English Language Arts
SBCTC Partners:
- Bill Moore, Core to College Director
- Sally Hanson, Bridge Course Project Manager
April 1, 2015
Presented by:
OSPI Teaching and Learning Team
State Board for Community and Technical Colleges Partners

2. QUESTIONS? corestandards@k12.wa.us
Agenda
QUESTIONS?
We update the FAQ every
other week
Big Picture Overview
Higher Education Agreements
District Registrations to Date
Next Steps and Logistics
Key Dates
iGrants
Communications Supports
Program Evaluation & Data Collections
Professional Development Support System
Regional Bridge Teams and Bridge Team Leaders
Math and ELA Course Details
Course Codes & Curricular Materials
Student Profiles for Bridge Courses
Questions and Answers

3. Overview and Big Picture
The “what” and the “why” : vision, partnerships, and matriculation agreements

4. Bridge to College Course General Information
Partnership between OSPI and SBCTC
Funded by College Spark
Bridge to College Website ge/
Includes Questions and Answers – regularly updated

5. Core to College grant (2011-2014)
Washington Core to College Project Evolution (IHE Placement Agreements and Bridge to College Courses)
Secure placements with higher education
Define course scope; develop courses; secure funding
(37 districts, 42 high schools)
Pilot math & English course materials
over 7000 students
214+ teachers
114+ high schools
76+ districts
Capacity for roughly 400 additional teachers
Pilots: 11 HSs math, 34 English
For : right now 114 HSs, over 200 teachers (slightly more math than English)
College Spark grant
( )
Core to College grant ( )

6. Smarter Balance Core to College Agreements:
Smarter Balanced High School Assessments & Course Options
Smarter Balance
SB 11th 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
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
(32 Community & Technical Colleges (CTC); 6 Baccalaureates; 9 of 10 Private Colleges (not Whitman) have signed on)
(For CTC system and some baccalaureates, no placement testing unless student wants higher placement than offered by Smarter Balanced score)
Community & technical college system only currently:
A college-level course option available, contingent on success (B or better) in senior-year ”transition” course or additional placement information
Policy recommendations developed by cross-sector work group, reviewed by key higher education stakeholder groups, then endorsed by system and college leaders
Part of larger ongoing effort to implement multiple measures for placement, providing students with options and alternatives for placing directly into college-level work (e.g., transcript-based placement)
Offer high school students the opportunity to use their SBAC 11th grade scores to place into college-level courses without remediation or additional placement testing   
Apply to placement considerations at public 2- and 4-year institutions in WA for any students enrolling directly after high school graduation with SBAC 11th grade scores
Will be in effect for the graduating classes of , then reviewed and adjusted if necessary based on student performance data 
Baccalaureate institutions supportive of pathways to college readiness for high school students while in high school, but have not yet formally endorsed the transition course
Additional information required for student placement

7. Bridge to College Courses: Key Elements
Designed for students who score below “college-ready” on the 11th 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

8. Community College Bridge Course Agreements: ELA 4/1/15
Beginning in the fall of 2016*, seniors who completed the Bridge course with a B or better AND scored at a Level 2 on the 11th Grade Summative Assessment be permitted to enroll in an entry level college-credit courses (English Composition or its equivalent) with no remediation or additional placement testing.
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).
NCAA details
Currently, the Bridge to College courses do not qualify for NCAA or for a COE course. However, we are continuing to pursue both of these options. 
* And, pending review of the pilot modules.

9. Community College Bridge Course Agreements: Math 4/1/15
Mathematics
Beginning in fall 2016, seniors who completed the Bridge course with a B or better AND scored at a Level 2 on the 11th Grade Summative Assessment, will be permitted to enroll in an entry college-level math course (excluding precalculus) with no remediation or additional placement testing.
To meet the minimum admissions requirements for state baccalaureate institutions, students need to pass Algebra 2.
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), ).
NCAA details
Currently, the Bridge to College courses do not qualify for NCAA. However, we are continuing to pursue this option and will have guidance by the end of May 2015. 

10. Status and Capacity Check
REGISTRATIONS AS OF 3/27/15:
80 Districts (across all ESD regions)
117 High Schools
221 Teachers (126 Math; 95 ELA)
7,200+ Students
CAPACITY FOR 2015/16:
Up to 140 ELA and 140 math teachers (2 ELA and 2 Math max per high school) will be selected to implement the Bridge courses for the school year.

11. District / School Eligibility, Selection, Funding
Registration Window: Feb – March 31, 2015
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.
Districts not able to provide the courses in will be able to register in spring 2016 for the school year.
Funding:
Grant costs support a maximum of four (4) teachers per school and one (1) school principal or administrative designee per school to support course implementation.
(Maximum of 2 teachers per content area per building – math and/or 1-2 ELA.) 

12. 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.
Teacher identification: important to be thoughtful about selecting teachers
Principal/District Commitment: The district and school’s commitment to this work and these assurances will be critical in ensuring teacher and student success in this new course.
Course Implementation:
ELA - Bridge to College English language arts - #01069
Math - Bridge to College Mathematics - #02099
Professional Learning Participation: Once participating schools are determined in spring, Bridge Course Teams will be determined. These Bridge Teams will include 2-4 districts that are within a close geographic region. Teachers from this Bridge Team will meet 5 times throughout the school year to support the ongoing

13. Bridge Course Pedagogy
Focused Students + Focused Teachers = Success for all
Recommended teacher is familiar with:
student population
strategies that will create independence in college
practical knowledge that inspires and motivates students that may otherwise struggle in traditional core English courses
formative assessment practices and pedagogical practices that improve student skills for college readiness
the habits of mind that will prepare students for the college experience

14. Next Steps and Logistics
Key Dates, student enrollments, communications, iGrants, team identification

15. iGrants Details (Form Package 719)
Budgets are complete and will be available 7/1/15
Funding is available to support summer and school year travel for teachers
Grant period: 7/1/15 – 6/30/16 (no carryover of funds)
2015/16 Form Package resides in the 2014/15 iGrants year
When reviewing or working with budget, districts should ensure they are in the right year (2014/15) in iGrants
Registrations for 2016/17 will be available in Spring 2016
Guidance will be provided in late 2015 regarding new and continuing schools/teachers

16. School-level Funding Assumptions ($10,500/school total possible)
Per-teacher funding assumptions (4 maximum per school): 
Substitutes                            $625 (covers 5 days of substitutes)
Summer Stipend (REQUIRED)         $750 (3 days for summer professional development)  
Travel                                                $625 (to cover 5 days of travel to PLCs during the SY)
Materials/Supplies                             $500** (course materials only, not computers)
Per-Teacher Total                               $2500 
Principal or designee funding assumption (1 maximum per school):
Travel (summer training participation) $500
Principal Total                                   $500 

17. Important Dates

18. District Assurances
1. Identify high school(s) that will participate in implementation of the Bridge Course. Support leadership of participating schools (building principals or administrative designees) in the implementation of the Bridge Course in their school, including releasing the identified building leader, to attend a one-day Bridge Course Principal Leadership Training.
2. Release participating teachers for 5 full days during the school year for course training/PLCs and support teacher participation in 3-day summer training. 
3. Utilize Bridge Course funds to support teacher travel costs, stipends, course supplies, etc. to assure teacher participation in Course Training workshops and professional learning collaboration opportunities.
4. Use specified Bridge Course name and code in CEDARS and school catalogue. 
5. Respond to communications and requests from OSPI and SBCTC in a timely manner.
6. Course evaluation and refinement: Collaborate with OSPI, SBCTC, and project evaluators (the BERC Group) to support Bridge Course evaluation and refinement efforts, including responding to requests for student data and providing access to classrooms and teachers for observations and gathering feedback related to course implementation.
7. Provide support as needed for one or more college faculty to serve as local or regional collaborative partners with the high school teachers offering the course (OSPI and the project leadership will help identify and recruit faculty for the project.)
8. If needed, provide a meeting space for the Regional Bridge Team within the school/district’s geographic region.

19. School Assurances School leadership commits to supporting Bridge Course teachers to fully participate in course trainings and professional learning opportunities, as well as to supporting ongoing communication within the school and district regarding Bridge Course implementation.
1. Release participating teachers for 5 full days during the school year for course training/PLCs and support teacher participation in 3‐day summer training.
2. Principal or administrative designee, commit to attending a one‐day Bridge Course Principal Leadership Training.
3. Identify teachers to implement the Bridge Course 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.
4. If a school or district has more than 1 participating teacher, provide formal opportunities for Bridge Course teachers to collaborate and plan with other Bridge Course teachers.
5. Use specified Bridge course name and code in CEDARS and school catalogue.
6. Utilize Bridge Course funds to support teacher travel costs, stipends, course supplies, etc. to assure teacher participation in Course Training workshops and professional learning collaboration opportunities.
7. Respond to communications and requests from OSPI and SBCTC, in a timely manner.
8. Collaborate with OSPI, SBCTC, and project evaluators to support Bridge Course evaluation and
refinement efforts, including responding to requests for student data and providing access to
classrooms and teachers for observations and gathering feedback related to project evaluation.
9. Notify OSPI if a Bridge Course teacher is unable to complete their commitments to the full year
of training and provide OSPI with a contingency plan should this occur.
School leadership commits to supporting Bridge Course teachers to fully participate in course trainings
and professional learning opportunities, as well as to supporting ongoing communication within the
school and district regarding Bridge Course implementation.

20. Specific Next Things to Expect
Districts receive final approval in iGrants
Details about August Training and Regional Teams – May
Will be sent to individuals identified in iGrants as District and Building Bridge Course Leads

21. Supporting Communications

22. School-Level Teams and Communications
Identify a school team and meet consistently to discuss implementation successes and challenges
Ensure you have the right members from the school (including counselors, principal, teachers)
Collaborate in determining the students who are best suited for the Bridge courses
Develop strategies for communicating with families and the community
Provide feedback to OPSI and SBCTC about how implementation is going—we will highly value this.

23. Communications Counselors, Parents, and Families
Pathways and opportunities for students
Benefits of the Courses
Connections to High School and Beyond Plans

24. A Resources: Pathways to Career and College Readiness For ALL Students

25. Bridge to College Program Data Collection & Evaluation

26. Data Collection:
Evaluate the impact and success of the Bridge to College Course
More students entering credit bearing courses?
More students successful in college ELA and math courses?
Increased student achievement particularly with sub groups
Shifts in teachers instructional practices?

27. School and District Expectations
BERC – will be doing some level of classroom observations, focus groups, etc.
Participating teachers sharing student results on common assessments
Student attitudinal survey
Ensure correct course code is used

28. Professional Development Support System
Implementation Support for Teachers and Principals

29. State and regional roles/structures for school support
Description of Role
Bridge Course Trainers
7-9 Bridge Course Trainers will be selected to support statewide implementation.  
Facilitate 3-day Teacher Institute August 5-7
Work with 4 different Regional Bridge Teams to provide 2 more face-to-face course workshops for each Bridge Team during the school year.  
Regional Bridge Course Teams
Anticipating Regional Bridge Teams for each content (Math & English)
Consist of 2 or more participating districts that are geographically close
Meet 5 times during the school year—2 days for course workshops and 3 days for PLC meetings.
Regional Bridge Team Leader
Each Regional Bridge Team will have a Bridge Team Leader
Currently teaching the course
Coordinate and facilitate the PLC
Attend a 5-day leadership institute (June 28th – July 2nd)
Participating Teachers
All Bridge to College Math and Bridge to College English teachers
Attend a 3-day Teacher Institute August 5-7
Attend 2 full day face-to-face course workshops
Attend 3 full day PLC meetings
Commit to teaching the course for the full year
Principals
All Principals (designees?) of Participating Teachers
are required to sign assurances to support the implementation of the Bridge course and are required to attend a 1-day principal workshop that will be on day August 7

30. Regional Bridge Course Teams
Comprised of Bridge Course Teachers from 2 or more participating schools that are geographically close and potential higher education partners
Regional Bridge Teams and Bridge Team Leaders will be identified by the end of April
Regional Teams will meet for the first time at the August Summer Institute
Set school year meeting dates & locations
Regional Teams will meet face to face 5 full days during the school year:
2 days (November & February) Course Workshops
Focused on course materials and upcoming unit implementation
3 days (October, January, April ) PLC meetings.
Focused on instructional practice and student learning

31. Bridge Team Leaders
Regional Bridge Team Leaders are high school teachers teaching the course or community college faculty who are supporting local implementation.
They are responsible for leading a year-long professional learning community (PLC) for all high school teachers implementing the Bridge to College Mathematics or Bridge to College English course in their Regional Bridge Course Team.
Collaborate with Bridge Course Trainer
Facilitate 3 one-day PLC meetings during the school year
Bridge Team Leaders must attend the 5-day leadership institute (June 28th – July 2nd)
Become familiar with the Bridge Course curriculum and pedagogy
Receive training and materials to facilitate the 3-day PLC meetings
Bridge Team Leaders will identified once Bridge Teams are determined
Annual Stipend: $1750

32. Bridge to College Professional Learning 2015-2016
Summer 2015 (3 days for teacher; 1 day for Principals)
School Year 2015/16 (5 days throughout the year for teachers)
Purpose (overarching goals):
Ensure fidelity of implementation of the Bridge Courses across the state
Define expectations of quality instructional practices and experiences for students
Provide support for implementation of quality instructional practices and experiences for students
Define expectations and accountability for building level administrative support and participation in the program and commitment to the sustainability of Bridge courses

33. Summer Teacher Institute Wenatchee Convention Center, August 5th – 7th
Goals
Understand the requirements and expectations for teaching the course.
Become familiar with the curriculum: main components, how it is aligned with CCSS, basic organization and objectives for each unit.
Understand and reflect on instructional practices that support the goals of the course.
Prepare to implement units/modules through November 2015.
Logistics
Travel is paid for out of allocated district funding.
Hotel costs will be covered by SBCTC.
Information will be sent to teachers about registering for the Institute in May.
August logistics (i.e., registration/sign-up; who pays for what; time of trainings; Day 3 expectations, etc). Pre-August information that is needed related to being ready to teach the course (i.e., materials, etc)

34. Summer Principals Leadership Institute Wenatchee Convention Center, August 7th
Goals
Logistics
Course overview
Information about Bridge Course materials
Strategies for supporting implementation and structures for teacher collaboration
Travel is paid for out of allocated district funding.
Hotel costs will be covered by SBCTC.
Information will be sent to principals about registering for the Institute in May.
Factor time in for studio walks, learning days, and peer observations

35. Course Details Course Codes and Materials
Student Profiles (which kids?)

36. Mathematics Course Details
Bridge to College

37. Course Title, Code, and Curriculum
Bridge to College Mathematics - #02099
This course must be taught using the Bridge to College Mathematics curricular materials.
Emphasizes modeling with mathematics and focuses on building conceptual understanding, reasoning, and mathematical skills that engage students and help build flexible thinking and a growth mindset.
Topics include building and interpreting functions (linear, quadratic & exponential), writing, solving and reasoning with equations and inequalities, and summarizing, representing, and interpreting data.
Curricular materials have been built using the Southern Regional Education Board’s modules.

38. Which Students Should Take the Math Course?
The BTC Math Course is designed for seniors who scored at a Level 2 on the Smarter Balanced Assessment 11th grade assessment and for:
Seniors who have taken Algebra 2 and
Have not passed; OR
Have passed but would benefit from additional math intervention.
Seniors who are recommended by high school instructors based on other factors such as readiness and/or their High School and Beyond Plan.
NOTE:
The Bridge to College Math Course can qualify as a 3rd credit of math if the student has already attempted Algebra 2 or is credit-deficient.
However, to meet the minimum admissions requirements for state baccalaureate institutions, students need to take and pass an Algebra 2 course.
Currently the Course does not quality as a Collection of Evidence Course.
Since Smarter Balanced scores will not be received until later in June, can you describe the ideal student "profile" for students who are well-suited for the Bridge Courses and should be placed in the course prior to getting the scores?
While the Bridge Courses have been designed for students who do not meet standard on the state high school assessment, they will also work well for students who desire to go from high school into college but are struggling with their current coursework.
Schools and districts are encouraged to use their best professional knowledge for placing students in the course for the coming year. Here are some specific suggestions for placement into these courses:
AVID: Students that may be participating in AVID Elective and Secondary programs, because of their involvement in AVID, may likely be struggling with content and have a strong desire to go to college and work hard. These students are generally capable of completing rigorous courses but are falling short of their potential. Given the design of most AVID programs, AVID students may be a good match for placement in the Bridge to College Courses.

39. 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 - (
WAMAP -

40. 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.

41. English Language Arts Course Details
Bridge to College

42. Course Title, Code, and Curriculum
Bridge to College English language arts - #01069   
This course must be taught using the Bridge to College English language arts curricular materials.
Emphasizes a balanced approach to literacy, based on the Common Core State Standards in ELA.
Builds effective strategies for critical reading, argumentative writing, and independent thinking.
The materials are built from the Expository Reading and Writing Curriculum (California State University), Literacy Ready (Southern Regional Education Board), and Engage New York.
Balanced Approach to literacy teaches reading, writing, speaking & listening, language skills and research skills blended together into lessons and modules. These areas of balanced literacy are achieved through course standards that are built on the CCSS.
Capacities of literacy include deepening appreciation of other cultures, valuing evidence, responding to tasks across content areas, navigating technology, evaluating the credibility of information, critiquing the opinions of others, and constructing arguments based on evidence.
Habits of mind: independence, productive persistence, and metacognition will also be taught throughout.

43. Which Students Should Take the ELA Course?
The Bridge courses are designed for seniors who scored at a Level 2 on the Smarter Balanced Assessment 11th grade assessment and for:
Seniors who are seeking an alternative to a core English 12 class and have demonstrated skills through the 11th grade CCSS ELA
Seniors who need to strengthen literacy skills to successfully engage in college-level coursework
Seniors who are recommended by high school instructors based on other factors such as readiness and/or the high school and beyond plan
Since Smarter Balanced scores will not be received until later in June, can you describe the ideal student "profile" for students who are well-suited for the Bridge Courses and should be placed in the course prior to getting the scores?
While the Bridge Courses have been designed for students who do not meet standard on the state high school assessment, they will also work well for students who desire to go from high school into college but are struggling with their current coursework.
Schools and districts are encouraged to use their best professional knowledge for placing students in the course for the coming year. Here are some specific suggestions for placement into these courses:
AVID: Students that may be participating in AVID Elective and Secondary programs, because of their involvement in AVID, may likely be struggling with content and have a strong desire to go to college and work hard. These students are generally capable of completing rigorous courses but are falling short of their potential. Given the design of most AVID programs, AVID students may be a good match for placement in the Bridge to College Courses.

44. 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.

45. 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:
Alternatively, teachers can sign up at and use the following join code: EXRFK9

46. Southern Regional Education Board Unit I Informational Text The Shallows Nicholas Carr
Materials include novels commonly found in high school curricula, as well as new texts many 12th grade teachers haven’t engaged yet.
1984 – George Orwell
The Shallows – Nicholas Carr (this shows how the level of questioning requires adherence to text-based evidence to answer the questions).
Ubik – Phillip Dick
Articles, TedTalks, YouTube Videos, Speeches, etc.
All course instructional materials are OER and available to remix. Course will include a curriculum/instructional map – a scope and sequence– that will allow for some traditional ELA variability but have built in quality and skill=assessments to assure fidelity to the course.

47. California State University Bring A Text To Class
spectrum of levels of support for
classroom application – develops skills in key ideas and details, craft and structure and writing for a particular purpose for a variety of audiences.
Scaffolds/formatively assesses understanding so teachers can engage with the lesson to match their students’ needs

48. Questions and Contacts

49. Questions? For GENERAL information about the Bridge Course and K-12/ Higher Education agreements: Sally Zeiger-Hanson, SBCTC, Bridge Course Project Manager | For COURSE CONTENT and iGrants Registration information: OSPI Teaching & Learning:
THANK YOU!