Bill Moore, State Board for Community & Technical Colleges

1. Draft Recommendations for Using the Smarter Balanced Assessment in Placement:Working Toward Meaningful K-16 Alignment Winter Quarter 2014 Bill Moore, State Board for Community & Technical Colleges Director, Core to College Alignment & Transition Mathematics Project bmoore@sbctc.edu 360-704-4346

2. CCSS Expectations of Higher Education Overall • General involvement and specific input • Signals that higher education supports the CCSS Specific requests • Buy-in to the college and career readiness definition • Formalized use of 11th grade assessment in the placement process WA Core to College web site Adapted from Elisabeth Barnett, CCRC

3. A Sampling of Common Core Resources http://www.k12.wa.us/corestandards/ http://www.corestandards.org/ http://thecommoncore.com/ http://www.achievethecore.org/ http://www.youtube.com/user/TheHuntInstitute http://www.engageny.org/

4. Washington Core to College Project

5. Using the 11th Grade Assessment • College Placement • Full or conditional exemption from developmental course work when entering college • Need to define what evidence of continued learning will be considered appropriate for conditional exemption • Strengthen 12th Grade “Launch Year” • Encourage dual credit courses for students who are college-ready • Provide targeted curriculum for students who are not yet college-ready

6. Making K-16 Alignment Meaningful by: • Developing common understanding of academic “rigor” and grades, not just course titles, topics • Creating opportunities for shared inquiry about discipline and teaching/learning • Building relational trust between college faculty and high school teachers

7. Showcase local school/ college partnerships Review and endorse proposal Core to College System Policy Timetable Develop specific proposal for SB use in higher education System group and institutional review (Winter 2014--Spring 2014)

8. DRAFT SMARTER BALANCED RECOMMENDATIONS POSTSECONDARY PLACEMENT OPTIONS BASED ON SCORE 12TH GRADE REQUIREMENTS SMARTER BALANCED SCORE LEVEL 4 (college-ready) Math or English: Any entry-level college course No additional requirements* MATH Liberal arts math, statistics No additional requirements* LEVEL 3 (college-ready) Post-algebra II math course Other entry-level college math courses • Any entry-level college course ENGLISH No additional requirements * Post-algebra II or college readiness math course** MATH • Entry-level college courses (to be determined) • Any entry-level college course LEVEL 2 ENGLISH Senior English or college readiness course** Math or English: Additional placement information/testing needed for all entry-level college courses LEVEL 1 Intensive support, retesting * High school students take 4 years of English; students planning for baccalaureate institutions required to take math or QR course in senior year ** “College readiness “ courses will include required end-of-course assessment Washington Core to College Project

9. DRAFT SMARTER BALANCED RECOMMENDATIONS POSTSECONDARY PLACEMENT OPTIONS BASED ON SCORE 12TH GRADE REQUIREMENTS SMARTER BALANCED SCORE LEVEL 4 (college-ready) Math or English: Any entry-level college course No additional requirements* MATH Liberal arts math, statistics No additional requirements* LEVEL 3 (college-ready) Post-algebra II math course Other entry-level college math courses • Any entry-level college course ENGLISH No additional requirements * • Rationale for College-Ready Recommendations • Projected top third (10% in level 4) of students on assessment: generally on track for baccalaureate institutions, taking English and math/quantitative reasoning courses in senior year • Level 3 contingencies (Math): uncertainty about preparation for STEM pathway in math without assurance of advanced math in senior year • Level 3 contingencies (English): confidence that these students would maintain English literacy skillsover time period involved Post-algebra II or college readiness math course** MATH • Entry-level college courses (to be determined) • Any entry-level college course LEVEL 2 ENGLISH Senior English or college readiness course** • Intensive support, retesting • (Entry placement testing required) Math or English: Any entry-level college course LEVEL 1 * High school students take 4 years of English; students planning for baccalaureate institutions required to take math or QR course in senior year ** “College readiness “ courses will include required end-of-course assessment Washington Core to College Project

10. DRAFT SMARTER BALANCED RECOMMENDATIONS POSTSECONDARY PLACEMENT OPTIONS BASED ON SCORE 12TH GRADE REQUIREMENTS SMARTER BALANCED SCORE • Rationale for Below-College-Ready Recommendations • Level 2 contingency: Some portion of these students (representing ~40% of students on assessment) could enroll in college-readiness transition courses: successful completion would ensure no remediation or additional testing at college entry • No contingency available for students in level 1 LEVEL 4 (college-ready) Math or English: Any entry-level college course No additional requirements* MATH Liberal arts math, statistics No additional requirements* LEVEL 3 (college-ready) Post-algebra II math course Other entry-level college math courses • Any entry-level college course ENGLISH No additional requirements * Post-algebra II or college readiness math course** MATH • Entry-level college courses (to be determined) • Any entry-level college course LEVEL 2 ENGLISH Senior English or college readiness course** Math or English: Additional placement information/testing needed for all entry-level college courses LEVEL 1 Intensive support, retesting * High school students take 4 years of English; students planning for baccalaureate institutions required to take math or QR course in senior year ** “College readiness “ courses will include required end-of-course assessment Washington Core to College Project

11. Feedback Process/Timetable • Collectively through discussions at system group meetings during the winter quarter • Individually via general comments at https://c2cwa.wordpress.com OR more targeted and specific feedback through an online survey: https://www.surveymonkey.com/s/sbac_recs • Deadline: April 1, 2014

12. Discussion • Reactions to the recommendations: questions, concerns, language clarifications, …? • Pragmatic implementation issues: what’s missing and needs to be addressed, who needs to be consulted, …?