bridge to college ela high school teacher module pilot training january 14-15, 2015 talaris...
TRANSCRIPT
Bridge to College ELA High School Teacher Module Pilot Training
JANUARY 14-15, 2015
TALARIS CONFERENCE CENTER – SEATTLE, WA
Introductions Bridge To College Lead Facilitators
Amy Ripley – OSPI/ELA – [email protected]
Dutch Henry – SBCTC/Shoreline Community College – [email protected]
Jen Whetham – SBCTC – [email protected]
Pilot Teachers
1. Who do your represent? What is your role?*
2. Describe yourself using words from your three initials.
3. Highlights from your last month.
4. Something you are really good at or a hidden talent.
5. Something you didn’t know before going to college, which would have been helpful.*
January 14 - Agenda 8am – 8:30am Registration and Continental Breakfast
8:30am – 9:30am Introductions and Project Overview
9:30am – 10:45am Content Introduction, Training Goals and Module Overview
10:45am – 11am Break
11am – 12pm Module Teamwork
12pm – 12:45pm Lunch
12:45pm – 2:30pm Module Teamwork
2:30pm – 3:30pm Share Out on Modules
3:30pm – 4:00pm Thought-Provoking Feedback and Submit Module Choices
January 15 - Agenda 8am – 8:30am Continental Breakfast
8:30am – 9am Discussion Questions
9am – 10:45am Roundtable Module Discussions
10:45am – 11am Break
11am – 12pm Review Module Discussions
12pm – 12:45pm Lunch
12:45pm – 1:45pm Review Module Discussions
1:45pm – 3pm Module Selection and Team Planning
3pm – 4pm Feedback Requirements and College Partnerships
Bridge To College ELA Development
Standards CalibrationApril 2014
Content DevelopmentAugust 2014
Pilot ModulesJanuary 2015
iGrant available for
Districts February
2015
Course Completion June 2015
Core to College2013-14
College Spark 2014-2017
Washington Higher Education Agreement Washington high school students will have the opportunity to use their SBAC 11th grade scores to place into college-level courses
Washington high school students will have placement considerations at public institutions if they enroll directly after high school graduation
Washington high school students will have this opportunity if they graduate in the classes of 2016-2018. The course will be reviewed and adjusted based on student performance data.
Key Elements of the Bridge Course Designed for students who score below “college-ready” or a two (2) on the
11th grade Smarter Balanced assessment.
Jointly developed and coordinated by college faculty & high school teachers (partnership between SBCTC & OSPI)
Explicit emphasis in critical Common Core shifts has been embedded throughout the modules selected for the course
Benefits of K-16 Partnerships Develop and sustain local school district/college partnerships
Support joint professional development around college and career readiness, CCSS, and SBAC
Promote best practices for teaching and learning to increase college and career readiness, success in gateway classes such as English 101, and student persistence in college
Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.
Shifts in English language artsELA/Literacy1. Regular practice with complex text and its academic language
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Building knowledge through content-rich nonfiction
Course Overview The Bridge to College English language arts course focuses on the English language arts key readiness standards from Washington State’s new K-12 learning standards (the Common Core State Standards, CCSS-ELA), as well as the capacities of a career and college student. The course addresses key learning standards for high school as agreed to as essential college-and career-readiness standards through lessons in critical reading, academic writing, speaking and listening, research and inquiry, and language use. Students will learn to evaluate the credibility of information, critique others’ opinions, and construct their own opinions based on evidence. By the end of the course, students will be able to use strategies for critical reading, argumentative writing, and independent thinking while reading unfamiliar texts and responding to them in discussion and writing.
Course Overview The course will also develops students’ essential habits of mind necessary to be successful in college. Literacy activities will engage students in building skills in navigating complex texts in multiple content areas and communication skills that transfer to different tasks and demands. Students completing this course will be equipped to engage in college-level work in English.
Pending final approval, beginning in fall 2016 students who have passed the course will be considered college-ready by the majority of colleges in Washington and permitted to enroll in college-level ELA courses (English 101) without additional placement testing.
Washington Course Code and Content
Course Code
01069 Bridge to College Language Arts
Course Standards
This course is a comprehensive English language arts course for 12th grade, covering the entirety of the 12th grade standards for Reading (literary and informational text), Writing, Speaking and Listening, and Language. All tasks and texts have rigor and complexity at the 12th grade level.
Please review the standards listed on the description.
Habits of Mind: In addition, students who are College and Career Ready in Reading, Writing, Speaking, Listening and Language:
1. Demonstrate independence.
2. Build strong content knowledge.
3. Respond to the varying demands of audience, task, purpose, and discipline.
4. Comprehend as well as critique.
5. Value evidence.
6. Use technology and digital media strategically and capably.
7. Come to understand other perspectives and cultures.
8. They demonstrate “grit” and persistence during academic tasks.
9. They demonstrate metacognitive awareness.
Priority StudentsSeniors who have passed junior English core .
Seniors who earned a two (2) on the Smarter Balanced Assessment in their junior year.
Note: To meet the minimum admissions requirements for state baccalaureate institutions, students need to pass 4 credits of English to be meet the Career and College Ready Graduation Requirements (as well as for 2016 and beyond).
Four Keys of College and Career Readiness
Source: Education Policy Improvement Center (EPIC), David Conley, 2012
Teacher QualificationsRelates well with our recommended student population (Think, Know, Go, Act).
Builds the capacity for learning for kids who have a desire to attend college. (Think, Know)
Nurture, yet provide a continuation of skill-building for students. (Think, Know)
Provide content, but address the issues that surface in college and help students see perseverance as a challenge to overcome, even if the course content is rigorous. (Know, Go)
Help students learn about available resources and how to access them (such as: libraries, financial aid offices, advisors, applications, etc.). Knowing the college experience is important. (Go, Act)
The teacher must also be well-versed in research-based best practices and assessment so that students come away with a skill-set valued by college professors. (Think, Know, Go, Act)
Training Goals Review training modules. Based on your second semester classes, decide which module(s) you would like to pilot. Select the module that you will be teaching. Finalize the dates that you will implement the module into your class.
Modules - http:/bcte-wa.wikispaces.com/
CSU: 1984
CSU: Bring A Text To Class
CSU: To Clone or Not to Clone
CSU: The Politics of Food
CSU: Rhetoric of the Op-Ed Page
Engage NY: Evidence Based Claims
SREB Unit One: The Shallows
SREB Unit Two: Ubik
Activity Two: The Overview Groups
One Pager (11-12pm and 12:45 – 2:30pm)
Share Out – Highlight Reel (7 minutes)
Evaluate to find the three modules that might work the best for you, and return your sheet to Sally
January 15 - Agenda 8am – 8:30am Continental Breakfast
8:30am – 9am Discussion Questions
9am – 10:45am Roundtable Module Discussions
10:45am – 11am Break
11am – 12pm Review Module Discussions (4 modules)
12pm – 12:45pm Lunch
12:45pm – 1:45pm Review Module Discussions (4 modules)
1:45pm – 3pm Module Selection and Team Planning
3pm – 4pm Feedback Requirements and College Partnerships
Activity 1: Opening Discussion
1. What are the three most essential elements of a Grade 12 high school English course? What must high school students be able to do before entering college?
2. What are the reading/writing challenges that these students face at the high school level? The college level?
3. What are the differences between college and high school reading and writing?
4. What are the essential instructional practices that are needed to foster student growth in our priority students that are in this course?
5. What ideas do you have to incorporate the essential elements of “go and act” into this course?
Activity 2: Roundtable Discussions
Go to Roundtables, discuss
Facilitators debrief
Select a module
Select dates to teach
Begin planning
Feedback Requirements What do I need to do next?
◦ For each lesson that you teach – provide a short reflection. What went well, what did not. What concepts do the students know, what do the students need “again”? Are we scaffolding enough? Where are the best opportunities for the “Habits of Mind”?
◦ Keep student work throughout each lesson. If you can, provide extra copies of directions, scoring rubrics, or materials that you developed.
◦ Be prepared to reflect as we review our progress on the webinar.
Add to the CalendarMarch 16 – SREB Joint Webinar 3:30 – 5pm
March 17 – Engage NY Joint Webinar 3:30 – 5pm
March 23 – CSU Joint Webinar 3:30 – 5pm
April 28 – Eastern Washington Regional Meeting
May 12 – Western Washington Regional Meeting
Collegiate Partnerships
Resources Conley, David T. Getting Ready for College, Careers, and the Common Core: What Every Educator Needs to Know. San Francisco: Jossey-Bass, 2014. Print.
Student Achievement Partners. "Achieve the Core." Achievethecore.org. Student Achievement Partners, 23 Aug. 2013. Web. 06 Jan. 2015.