Bridge to College Courses are funded by College Spark Washington Wednesday January 24 230330 PM Bridge to College Leadership Team Bill Moore Director of K12 Initiatives State Board for Community and Technical Colleges ID: 760475
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Bridge to College Project 2018-19
Bridge to College Courses are funded by: College Spark Washington
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 CollegesKathe Taylor, Assistant Superintendent of Learning and Teaching, OSPISally Hanson, Project Manager, State Board for Community and Technical CollegesMolly Berger, English Language Arts Specialist, OSPIKaty Absten, Math Specialist, OSPIDutch Henry, English Faculty, Shoreline Community CollegeMegan Luce, Math Faculty, Cascadia Community College
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Slide2Agenda
Current status of Bridge to College Math and EnglishWhat we have done and what we are seeingCourse updatesWhat we know today about graduation requirements Moving to sustainabilityTeacher and School ExpectationsSupportRegistration process
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Slide3Bridge to College Project
2014-15
2015-16
2016-17
2017-18
81 districts
128 high schools
270 teachers
(~5500 students)
Bridge to College
has continued to develop
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Slide4Teachers 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 2017Ready Washington Video, What Is Bridge to College, June 2017
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Slide5Student 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%.
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Bridge to College
Student Survey
, June 2017
Slide6“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.”
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Bridge to College
Student Survey
, June 2017
Slide72015-16 Grades for Bridge to College Students
GradesNumber of Students%A44417%B88034%C69226%D36514%F (or other)2449%Total2625100%
Number of Students%66321%84027%79125%50516%34311%3142100%
Math
English
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Comprehensive Education Data and Research
System, June 2017
Slide8BERC Research Group findings show effective instructional practices in Bridge to College Courses.
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Slide9Bridge to College Math – Focus on Thinking
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BERC, Bridge to College Report 2017
Slide10Bridge to College English– Focus on Thinking
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BERC, Bridge to College Report 2017
Slide11The 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.
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Slide12The Bridge Course Answers “The Call”
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.
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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
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Slide13Statewide, OSPI Data Analytics show that 32.9% of Washington high school students were placed in remedial math or English classes in Washington colleges.
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Slide14Higher Education Placement Agreement
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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.
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Slide15Professional Learning Support for Teachers
Communities of PracticeSuccesses and challenges in implementationInstructional practice reflectionsDefine and calibrate the meaning of college ready“What is a B?”
Summer InstituteCourse principlesCourse structure and contentInstructional practices
Collaboration with other teachers, schools and with higher education faculty partners
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Slide16Math Course Specifics
Principles To Action, StaNDARDS, Habits of Mind, Supporting documents for math practices
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Slide17Bridge 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.
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Slide18Principles 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
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Slide19ELA Course Specifics
Outcomes, Principles, and Course Content
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Slide20Course 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
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Slide21Course 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.
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Slide22Course 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
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Slide23Course 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
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Slide242018-19 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
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Slide25Continued emphasis on open educational resources Teachers who are eligible to teach course can earn “badge”
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Slide262018-19 Professional Learning Expectations
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Teacher Expectations
School AssurancesAttend summer trainingParticipate in a community of practice meetings throughout the school yearTeach the course with integritySupport teachers to attend summer training*Provide release time for teachers to attend communities of practice
*
G
rant
funds may be available to offset district
costs.
Slide272018-19 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.
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Slide28Bridge to College Courses and Graduation Requirements
The legislature is still in session, but at this pointBridge 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.
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Slide29Registration and Course information is available on OSPI
website
www.k12.wa.us/CurriculumInstruct/BridgetoCollege
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Slide30Questions
Frequently asked questions: http://www.k12.wa.us/CurriculumInstruct/BridgetoCollegeBill Moore, Project Director, bmoore@sbctc.edu Sally Hanson, Project Manager, shanson@sbctc.edu Molly Berger, OSPI ELA Specialist, molly.berger@k12.wa.usKaty Absten, OSPI Math Specialist, katy.absten@k12.wa.us Thank you!
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