Fall 2018 state and national update: Spokane math symposium

1. Fall 2018 state and national update:Spokane math symposium November 13, 2018

2. Overview of Topics • Placement Agreement and Bridge to College Math update (Bill) • Washington Math Pathways update (Bill) • Update on impact of new law (ESHB 2224) (Arlene) • State Mathematics Initiatives (Arlene)

3. New Law Does NOT Shift Focus of Bridge to College Courses • Moving high school assessment to 10th grade affects placement agreement • Bridge to College emphasis on college readiness, only secondarily about meeting high school graduation requirement

4. Placement agreement and Bridge to College Update

5. Rationale for original placement agreement • Dissatisfaction with existing placement tools and ongoing move toward “multiple measures” • Quality of Common Core standards and Smarter Balanced assessments • Opportunity to address college readiness issues with K-12 partners

6. Multiple measures options Toward Better College Course Placement Cullinan et al, July 2018 Cullinan & Yang SHEEO, August 2017

7. PACE Study of High School Assessments and College GPA Kurlaender, Kramer and Jackson March 2018

8. New system placement agreement • Eliminated requirement of specific Smarter Balanced score for placement with Bridge to College • Added course success requirements for math in addition to Smarter Balanced score • Still applies for graduating seniors and dual-credit students • Extended through Class of 2022

9. Math placement Other entry-level math courses (including pre-calculus) Smarter Balanced Level 3 or 4 plus AND 2) B or better in a high school pre-calculus or higher course Math& 107 (Math in Society), Math& 146 (Statistics), or their equivalents 1) Level 3 or 4 score on high school Smarter Balanced assessment plus a) B or better in Algebra 2, and b) successful completion (passing grade) of one math course in the junior or senior year OR 2) B or better grade in designated Bridge to College Math class as a senior

10. Ongoing challenges • Burden on students to provide scores • Communication issues with high school and college staff • Inconsistent use of high school transcripts • Variations in local score reporting formats, processes

11. Current options for using placement agreement

12. Proposed Student Record Exchange for Higher Education

13. Bridge to College Courses • Pathway for students scoring below “college-ready” on the high school assessment • Jointly developed and coordinated by college faculty and high school teachers • Ongoing professional learning support for teachers Bridge to College Initiative Web Site

14. 2018-19 118 districts 199 high schools 467 teachers (259 math, 208 ELA) (235 new) Bridge to College “Community of Practice” 28 17 9 51 32 13 11 18 16 # of Bridge to College high schools by ESD

15. Ideal student profile • Successfully completed Algebra 2 • Identified an interest in or demonstrated potential for education beyond high school • Scored below college-ready on the Smarter Balanced high school assessment • On track to graduate on time with enough skills to become college-ready in one year

16. Bridge to college math results to date • Students positive about the support and instruction offered, indicating courses helped them develop a growth mindset and become more effective students • BtC students statistically more likely to enroll in college-level Math than their (comparison group) peers • 71% of successful (B or better) BtC Math students with Level 2 SBA scores earned a “C” or better in 1st-quarter college level math course, similar to their comparison group peers “Bridge to College Impact Evaluation” BERC Group, spring 2018

17. Bridge to college mini-grants Small-scale, short-term partnerships focused on supporting Bridge to College students in their transition to college What do you think are some effective strategies for increasing the number of Bridge to College students who go on directly to college and use the placement agreement?

18. Current Math pathways work

19. Three Strands of Work for Washington Math Pathways to Completion

20. Transfer & applicability work:students’ math course-taking report • Revealed importance of students completing first college math course before transferring • Raised questions regarding Precalc and Statistics pathways and enrollments • Identified potential issues in role of general vs. major-specific transfer agreements

21. Program math requirements: baccalaureate Mini-inventory (excerpt)

22. Math courses by degree

23. Math Data dashboard example

24. Ongoing challenges • Identifying programs of study – are students taking the right math? “Undeclared” issue • Is your distribution of course offerings proportional to student need? (e.g., precalculus issue) • Clarifying elementary education pathway – work locally • Continued efforts to improve Math& 146

25. What’s on the horizon • Identifying follow-up efforts for co-requisite workshop • Coordinating/integrating with Guided Pathways effort • Seeking funding for sustaining institutional-level implementation of math pathways 2019 and beyond • High school to college math pathways national initiative

26. Questions? Contact: Bill Moore bmoore@sbctc.edu (O) 360.704.4346 (C) 360.528.1809

27. SBA Update • Administered in 10th grade • ‘On track’ to graduate • Removal of Algebra II/3rd year of math/CTE equivalent content • Blueprint is the same • No fill in on CAT (new for 2018-19) • Focus remains on content and practice standards

28. What’s In? What’s Out?

30. Function Type Focus by Standard Includes all Claim 1 task models aligned to these standards.

31. The Shape of High School Mathematics in terms of the Smarter Balanced Assessment Traditional High School Math Pathways Algebra I Geometry Algebra II Statistics PreCalculus Bridge to College

32. What about the student who: • Struggles in with the content in • Algebra I/Geometry? • Demonstrates Level 1 understanding of the standards on the SBA? • Has a skill level that does not support success in Algebra II? Algebra I Geometry ???

33. Locally Determined Course & Locally Administered Assessment Algebra II Algebra I LDC/LAA Geometry CTE or Science with math component

34. Modeling Our World With Mathematics(2018-19 version) Five subject modules, each related to a non-math specific field, designed to supplement a Locally Determined Course in preparation for COE tasks to be used as a Locally Administered Assessment.

35. Arts and Music The Digital World Right Triangle Trigonometry Congruence Similarity Perspective Linear, Quadratic & Exponential Functions Graphing Best Fit Civic Readiness Finances for Life Health

36. Moving forward on MOWWM • 2 Modules Published • 3 Modules in Development • Getting the word out • Next steps: • Consider survey data • Publish remaining modules • Develop assessments • Broaden the scope of modules to a menu

37. Module Menu Linear Equations & Functions Statistics & Geometry Exponential Functions Other Functions Quadratic Functions

38. Office of Superintendent of Public Instruction http://k12.wa.us Arlene Crum arlene.crum@k12.wa.us (360) 725-6233