2020 Washington Dual Credit Summit Strengthening Programs & Addressing Equity

March 16 & 17, 2020

9:00 a.m. to 3:00 p.m.

Seattle Airport DoubleTree Hotel

18740 International Blvd. Seattle, WA 98188

#WADualCreditSummit2020

Dual credit equity: Participation in Washington’s dual credit programs mirrors the race and ethnicity, language learner, ability, gender, socioeconomic, and geographic diversity of the state’s overall K-12 student population. We recognize that there are many dimensions of diversity, and that this is not an exhaustive list. We encourage discussions of intersectionality and multiple dimensions of diversity.

Designing Pathways | Data, Measurement and Research | Student & Family Support | Partnerships | Funding & Policy

MARCH 16, 2020 9:00 A.M. TO 3:00 P.M.

8:00 a.m. Registration & Coffee

9:00 a.m. Welcome & Opening Remarks

Jan Yoshiwara, Executive Director

Washington State Board for Community and Technical Colleges

9:30 a.m. Break/Transition

10:00 a.m. Breakout Session A

11:00 a.m. Break/Transition

11:15 a.m. Breakout Session B

12:15 p.m. Lunch Buffet Service Begins

1:15 p.m. Dual Credit Trivia & Networking Lunch Presenters: Valerie Frey, District Running Start Manager- Pierce College and Washington Council for College and High School Relations and Essence Russ, Program Manager of Statewide Initiatives, College Success Foundation

2:30 p.m. Breakout Session C

3:30 p.m. Break/Transition

3:45 p.m. Closing Remarks

Chris Reykdal, Washington Superintendent of Public Instruction Washington Office of Superintendent of Public Instruction

4:15 p.m. Networking Opportunity

6:00 p.m. Dinner on Own Dual Credit Steering Committee Members Dinner

The 2020 Washington Dual Credit Summit was organized by the following: Association of Washington Principals, College Success Foundation, Council of Presidents, Independent Colleges of Washington, Office of the Superintendent of Public Instruction, Partnership for Learning/Ready WA, State Board for Community and Technical Colleges, Washington Council for College and High School Relations, Washington School Counselor Association, Washington STEM and Washington Student Achievement Council.

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Dual credit equity: Participation in Washington’s dual credit programs mirrors the race and ethnicity, language learner, ability, gender, socioeconomic, and geographic diversity of the state’s overall K-12 student population. We recognize that there are many dimensions of diversity, and that this is not an exhaustive list. We encourage discussions of intersectionality and multiple dimensions of diversity.

#WADualCreditSummit2020

Designing Pathways | Data, Measurement and Research | Student & Family Support | Partnerships | Funding & Policy

MARCH 17, 2020 8:30 A.M. TO 3:00 P.M.

8:00 a.m. Arrival & Coffee

8:30 a.m. Equity & Dual Credit: A National Perspective

Moderator: Juliette Schindler Kelly, Director of Public Affairs & Strategic Partnerships, College Success Foundation Panelists: Adam Lowe - Advisor, Education Strategy Group; Christina Sedney - Director of Policy Initiatives and State Authorization, Western Interstate Commission for Higher Education; Amy Williams - Executive Director, National Alliance of Concurrent Enrollment Partnerships; and Rachel Dixon - Executive Director State and District Partnerships, The College Board.

9:30 a.m. Break/Transition

9:45 a.m. Breakout Session D

10:45 a.m. Break/Transition

11:00 a.m. Breakout Session E

12:00 p.m. Lunch Buffet Service Begins

12:45 p.m. Table Topics & Share Out

Presenters: Bill Moore, Director K-12 Partnerships, State Board for Community and Technical Colleges and Valerie Frey, District Running Start Manager- Pierce College and Washington Council for College and High School Relations

1:30 p.m. Equity & Dual Credit Student Panel

Moderator: Essence Russ, Program Manager of Statewide Initiatives, College Success Foundation

2:30 p.m. Closing Remarks Paul Francis, Executive Director Council of Presidents

3:00 p.m. Depart

The 2020 Washington Dual Credit Summit was organized by the following: Association of Washington Principals, College Success Foundation, Council of Presidents, Independent Colleges of Washington, Office of the Superintendent of Public Instruction, Partnership for Learning/Ready WA, State Board for Community and Technical Colleges, Washington Council for College and High School Relations, Washington School Counselor Association, Washington STEM and Washington Student Achievement Council.

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Summit Agenda #WADualCreditSummit2020

Monday, March 16, 2020

Designing Pathways | Data, Measurement and Research | Student & Family Support | Partnerships | Funding & Policy

8:00 a.m. Registration & Coffee

9:00 a.m. Welcome & Opening Remarks Grand 2 & 3 Jan Yoshiwara, Executive Director Washington State Board for Community and Technical Colleges

9:30 a.m. Break/Transition

10:00 a.m. Breakout Session A

CTE Dual Credit: The Why and the What? Grand 2 & 3 | Partnerships Nate Humphrey, State Board for Community & Technical Colleges; Becky Wallace, Office of the Superintendent of Public Instruction; Kathy Goebel, State Board for Community & Technical Colleges; and Samantha Sanders, Office of the Superintendent of Public Instruction

High School Transcripts and Dual Credit Courses Cascade 1-2 | Data, Measurement and Research Lisa Ireland, Office of the Superintendent of Public Instruction

1599 Opens New Pathways to Equity on a Global Scale: Creating a College/Career Path for All Cascade 3-4 | Designing Pathways Nancy Potter, Cambridge Assessments International Education

How to Apply for NACEP Accreditation Cascade 5-6 | Funding & Policy Karen Landry, Everett Community College

Everything You Need to Know about College in the High School (CHS) Subsidies Cascade 7-8 | Funding & Policy Becky McLean, Office of the Superintendent of Public Instruction

Getting Started with Dual Credit Conversations Cascade 11 | Student & Family Support Anne Molenda, South Puget Sound Community College; Gail Bruce, Skagit Valley College; and Donna Zukowski, Eastmont High School, Representing the Washington Council

Equity and Excellence in Dual Credit: Using IB's E2 Framework to Structure Pathways and Supports Cascade 12 | Designing Pathways Colin Pierce, Educator/Consultant

Working/Networking Space Cascade 13

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11:00 a.m. Break/Transition

11: 15 a.m. Breakout Session B

Understanding the 1.20 Running Start FTE Limitation* Grand 2 & 3 | Funding & Policy Becky McLean, Office of the Superintendent of Public Instruction

How Dual Credit Programs Develop Persistence in College Among Low-Income Students Cascade 1-2 | Data, Measurement and Research David Ogden, Renton School District and Bob Poole, International Baccalaureate Organization

The Path to 70% Postsecondary Credential Attainment Cascade 3-4 | Data, Measurement and Research Brian Jeffries, Washington Roundtable/Partnership for Learning

Dual Credit for the Credit Deficient: An Open Doors Dual Credit Program Cascade 5-6 | Data, Measurement and Research Lillian Martz, Lake Washington Institute of Technology and Devin Blanchard, Lake Washington Institute of Technology

Statewide CTE Dual Credit Operations Manual Cascade 7-8 | Funding & Policy Rachel Andre, Seattle Colleges

Increasing Dual Credit Access and College Success via High School and Beyond Plan Cascade 11 | Designing Pathways Kim Reykdal, Office of the Superintendent of Public Instruction and Valerie Frey, Pierce College

Articulation Pathway for Computer Science in Rural North Central Washington Cascade 12 | Designing Pathways Dr. Sue Kane, North Central ESD/Apple STEM Network; Nicole Monroe, Quincy School District; Dennis Conger, North Central Educational Service District; Riva Morgan, Wenatchee Valley College; and Tom Willingham, Big Bend Community College

Leveraging Local Partnerships to Close Equity Gaps* Cascade 13 | Partnerships Leslie Lloyd, Spokane Falls Community College; Griff Shelley, Eastern Washington University; Jessica Dempsey, Spokane Community College; and Doug Edmondson, Mead School District

12:15 p.m. Lunch Buffet, Service Begins Grand 2 & 3

1:15 p.m. Dual Credit Trivia & Networking Lunch Grand 2 & 3 Presenters: Valerie Frey, District Running Start Manager- Pierce College and Washington Council for College and High School Relations and Tana Peterman, Senior Program Officer, Washington STEM

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2:30 p.m. Breakout Session C

Clear Plan or Random Acts of Dual Credit Grand 2 & 3 | Designing Pathways | Partnerships Keeley Grant, Columbia Basin College and Deb Thurston, Pasco School District

Beyond Translation: Using a Parent-Driven Transcreation Approach to Develop Linguistically and Culturally Relevant Parent Engagement Tools Cascade 1-2 | Student & Family Support Alma Villegas, Alma Villegas Consulting and Ingrid Stegemoeller, Ready Washington

Covering the Cost: College Affordability and the Challenge of Accessing the American Dream Cascade 3-4 | Student & Family Support Brian Dixon, Washington State University and Anthony Lombardi, Sallie Mae

K-12 Predictive Indicators of College Readiness Cascade 5-6| Data, Measurement and Research Steven Gering, Abl Schools

Understanding the 1.20 Running Start FTE Limitation* Cascade 7-8 | Funding & Policy Becky McLean, Office of the Superintendent of Public Instruction

Dual Credit Graduation Pathways Options Cascade 11 | Designing Pathways Linda Drake, State Board of Education

Building Equitable Pathways: Secondary, Post-Secondary, and Industry Collaboration Cascade 12 | Designing Pathways | Partnerships Arielle Matthews, Seattle Colleges District

Work/Networking Space Cascade 13

3:30 p.m. Break/Transition

3:45 p.m. Closing Remarks Grand 2 & 3 Chris Reykdal, Washington Superintendent of Public Instruction Washington Office of Superintendent of Public Instruction

4:15 p.m. Networking Opportunity

6:00 p.m. Dinner on Your Own

Dual Credit Steering Committee Member Dinner

* Indicates that a workshop will be repeated in the schedule.

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Summit Agenda #WADualCreditSummit2020

Tuesday March 17, 2020

Designing Pathways | Data, Measurement and Research | Student & Family Support | Partnerships | Funding & Policy

8:00 a.m. Arrival & Coffee

8:30 a.m. Equity & Dual Credit: A National Perspective Grand 2 & 3 Moderator: Juliette Schindler Kelly, Director of Public Affairs & Strategic Partnerships, College Success Foundation Panelists: Adam Lowe - Advisor, Education Strategy Group; Christina Sedney - Director of Policy Initiatives and State Authorization, Western Interstate Commission for Higher Education; Amy Williams - Executive Director, National Alliance of Concurrent Enrollment Partnerships; and Rachel Dixon - Executive Director State and District Partnerships, The College Board

9:30 a.m. Break/Transition

9:45 a.m. Breakout Session D

Pathways to Success: Designing, Integrating, and Assessing a Guided Pathways Success Course Grand 2 & 3 | Designing Pathways Amy Kelly, South Puget Sound Community College and Kari Thierer, South Puget Sound Community College

Unlocking Potential: A Resource to Help Policymakers and Practitioners Focus on Equity in Dual Credit Programs Cascade 1-2| Funding & Policy Amy Williams, National Alliance of Concurrent Enrollment Partnerships

AP 2019-20: Updates and Tools for K-12 and Higher Ed Partners Cascade 3-4 | Partnerships Karly Brockett, The College Board

Leveraging Local Partnerships to Close Equity Gaps* Cascade 5-6 | Partnerships Leslie Lloyd, Spokane Falls Community College; Griff Shelley, Eastern Washington University; Jessica Dempsey, Spokane Community College; and Doug Edmondson, Mead School District,

Promising Impacts of Washington Policies on Expanding Access to Dual Credit Courses Cascade 7-8 | Data, Measurement and Research Havala Hanson, Ph.D., Education Northwest

Dual Credit: More than Two Things You Should Know Cascade 11 | Student & Family Support Keith Klauss, Eastern Washington University; Waylon Safranski, Washington State University; Carlos Williams, University of Washington; and Julie Garver, Council of Presidents

ERDC Support of Dual Credit Research and Reporting Cascade 12 | Data, Measurement and Research Karen Pyle, Office of Financial Management Education Research & Data Center

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10:45 a.m. Break/Transition

11:00 a.m. Breakout Session E

Advancing Equity Through Meaningful High School – University Faculty Collaborations Grand 2 & 3 | Partnerships Griff Shelley, Eastern Washington University and Aaron Brenton, Eastern Washington University

Legislative Panel Cascade 1-2 | Funding & Policy Washington Representatives and Senators

Reducing Barriers & Ensuring Equity in Dual Credit Enrollment Cascade 3-4 | Funding & Policy Libuse Binder, Stand for Children and Virginia Barry, Stand for Children

Ohio’s Story: College Credit Plus Cascade 5-6 | Funding & Policy Dr. Larisa Harper, Ohio Department of Higher Education

Solution Focused Partnerships: “Let’s Try It!” Cascade 7-8 | Student & Family Support Anne Molenda, South Puget Sound Community College and Dr. Lisa Cadero-Smith, Yelm Community Schools

Twice as prepared: Integrating dual credit pathways with CTE and IB Cascade12 | Designing Pathways Bob Poole, International Baccalaureate Organization and Stephania Gullikson, Skyline High School

Equity and Rigor in Graduation for Students with Disabilities Cascade12 | Designing Pathways Tania May, Office of the Superintendent of Public Instruction and Alexandra Toney, Office of the Superintendent of Public Instruction

Work/Networking Space Cascade 13

12:00 p.m. Lunch Buffet, Service Begins Grand 2 & 3

12:45 p.m. Table Topics & Sharing Out Grand 2 & 3 Presenters: Bill Moore, Director K-12 Partnerships, State Board for Community and Technical Colleges and Valerie Frey, District Running Start Manager, Pierce College and Washington Council for College and High School Relations

1:30 p.m. Equity & Dual Credit Student Panel: A Student Perspective Grand 2 & 3 Moderator: Essence Russ, Program Manager of Statewide Initiatives, College Success Foundation

2:30 p.m. Closing Remarks Grand 2 & 3 Paul Francis, Executive Director Council of Presidents

3:00 p.m. Depart

* Indicates that a workshop will be repeated in the schedule.

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Summit Sponsors

www.cambridgeinternational.org/

https://www.collegeboard.org/

www.ibo.org

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Workshop Abstracts

* Indicates a workshop is repeated in the schedule

Breakout Session A

CTE Dual Credit: The Why and the What?

Grand 2 & 3, Partnerships

Nate Humphrey, State Board for Community & Technical Colleges; Becky Wallace, Office of Superintendent of Public Instruction; Kathy Goebel, State Board for Community & Technical Colleges and Samantha Sanders, Office of Superintendent of Public Instruction CTE Dual Credit provides meaningful access for students pursuing secondary to post-secondary professional technical pathways. This presentation will provide best practices in creating and maintaining strong, transparent articulation agreements of value, emphasize the importance of ongoing collaboration between teachers and faculty, and provide context to the contributions of CTE Dual Credit to the state’s early college access menu.

High School Transcripts and Dual Credit Courses

Cascade 1-2, Data, Measurement and Research

Lisa Ireland, Office of Superintendent of Public Instruction Accurate reporting of dual credit courses on transcripts, discussion of dual credit pathways not included on transcripts and the importance of accurately capturing, coding and submitting the data to local SIS systems and OSPI.

1599 Opens New Pathways to Equity on a Global Scale: Creating a College/Career Path for All

Cascade 3-4, Designing Pathways

Nancy Potter, Cambridge Assessments International Education

Discover how your school can incorporate 1599’s legislation to open opportunity for all. Discuss proven practices, find free resources, and learn about recent research to ensure all students access to their college/career aspirations. Explore options to create confident, responsible, reflective, innovative, and engaged learners, K-12, including a globally recognized progressive, aligned curriculum, pedagogy, and assessment system created and supported by the University of Cambridge. Learn how schools have used this system to provide solutions in advanced learning, where all students, including under-represented students, experience success resulting from structured supports for educators and their pupils.

How to Apply for NACEP Accreditation

Cascade 5-6, Funding & Policy

Karen Landry, Everett Community College

College in the High Schools programs at public schools and their higher education partners must achieve NACEP Accreditation by the 2027-28 academic year. With only five programs in the state accredited, Washington has work to do to meet the state requirement. In this workshop we will review the standards, required evidence and explore the self-study process. You will have an opportunity to measure areas of strengths and weaknesses in your program. Discover ideas for implementing changes and/or new practices to meet the 16 rigorous standards so you will be ready to apply for accreditation.

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Everything You Need to Know about College in the High School (CHS) Subsidies

Cascade 7-8, Funding & Policy

Becky McLean, Office of the Superintendent of Public Instruction

This session will cover the state funded CHS subsidies to include how to apply, which students are eligible and for how many credits, how to accurately estimate a high school's need, how the subsidies are allocated based on the high school's priority, and how to request payment.

Getting Started with Dual Credit Conversations

Cascade 11, Student & Family Support

Anne Molenda, South Puget Sound Community College; Gail Bruce, Skagit Valley College; and Donna Zukowski, Eastmont High School Representing the Washington Council for High School-College Relations

Washington state is a national leader in dual credit policy. Its policy and funding priorities have made progress to expand access and achieve more equitable student outcomes, though challenges remain. This session presents research that illustrates patterns in dual credit course-taking, highlighting the most common courses taken and how access to STEM and core content courses differ among student groups. The session will also discuss how a recent state policy impacted dual credit participation through expanding eligibility to tenth graders for earning dual credit through College in the High School courses and by funding College in the High School tuition for underrepresented students attending rural, small, or high-poverty schools.

Equity and Excellence in Dual Credit: Using IB's E2 Framework to Structure Pathways and Supports

Cascade 12, Designing Pathways

Colin Pierce, Educator/Consultant

In 2014 the International Baccalaureate Organization, through a grant with the Michael and Susan Dell Foundation, began a three-year pilot program to increase access to and success in IB courses for students from historically marginalized groups. The Equity and Excellence (E2) Initiative, as it was called, had remarkable success across the pilot schools, and through this process IB developed a framework for other schools to use as they worked to expand access to their own programs. This framework touches on five dimensions of schools—philosophy and culture; student preparation, support and outreach; leadership and administration; learning and teaching; and educator professional development—through which schools can further their own journey toward equity and excellence. Colin Pierce, one of the contributors to this framework, will work with participants to explore ways this framework can be applied outside of the IB world to support equitable access in other Dual Credit opportunities.

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Breakout Session B

Understanding the 1.20 Running Start FTE Limitation*

Grand 2 & 3, Funding & Policy Becky McLean, Office of the Superintendent Public Instruction Review of the 1.20 Running Start FTE Limitation to include how high school FTE is calculated based on bell schedules, information on completing the Running Start Enrollment Verification Form (RSEVF), what to do when high school and college terms overlap, understanding the two exceptions when the 1.20 FTE can be exceeded and when completing the Spring Quarter Eligibility Adjustment Form (SQEAF) is required. Actual examples will be presented.

How Dual Credit Programs Develop Persistence in College Among Low-Income Students

Cascade 1-2, Data, Measurement and Research David Ogden, Renton School District and Bob Poole, International Baccalaureate Organization

Data from several studies report students that participate in AP and IB programs enroll and persist in college at a much higher rate than their peers, especially low-income students. Why does this happen? Specific elements of the programs activate and inculcate habits of mind and “college knowledge” behavior that students from low-income backgrounds may not have. The session will review elements of the programs that align with highly regarded models of college persistence (Bean, Cabrera, and Tinto) and can explain why student participation in these kinds of programs supports academic and social integration in higher education as well as student self-efficacy.

The Path to 70% Postsecondary Credential Attainment

Cascade 3-4, Data, Measurement and Research Brian Jeffries, Washington Roundtable/Partnership for Learning

Washington state is expected to have more than 740,000 job openings in coming years. Most will be filled by workers who have a postsecondary credential, such as a degree, apprenticeship, or certificate. However, only 41% of Washington high school students currently earn any kind of postsecondary credential by age 26. Additionally, our state ranks 45th in the percentage of high school graduates who enroll at all in postsecondary education or training. Certain student groups of color, students from low-income backgrounds, and boys have particularly low enrollment rates. To achieve our state’s 70% credential attainment goal, our education system must drastically improve postsecondary enrollment of our state’s students. Dual enrollment/credit plays a vital role. This session will provide information about our state’s progress toward our 70% credential attainment goal and the role dual enrollment/credit plays in that progress – information that participants can use in their work with students and colleagues.

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Dual Credit for the Credit Deficient: An Open Doors Dual Credit Program

Cascade 5-6, Partnerships

Lillian Martz, Lake Washington Institute of Technology and Devin Blanchard, Lake Washington Institute of Technology

I tried and failed. I tried again and again and succeeded- Gail Borden.

Every day, students in our public schools are failing. They fail for a variety of reasons, personal, social, due to trauma, and academic. As a counselor in an Open Doors dual enrollment program I encounter students who have failed for all those reasons and who see no path forward with the traditional educational model. Open Doors at Lake Washington Institute of Technology is a lifeline to those students, offering not only a different path toward a high school diploma, but an adult educational experience geared toward a technical program they are interested in and with which they can obtain gainful employment after graduation. We take credit deficient students and prepare them in a foundation cohort to enter a technical program at LWIT. In 2018-2019 we graduated 50 Open Door students and 15 earned Associates degrees.

Statewide CTE Dual Credit Operations Manual

Cascade 7-8, Funding & Policy

Rachel Andre, Seattle Colleges

CTE Dual Credit (formerly Tech Prep) suffered a loss of federal Perkins funding in 2011. Since then, community and technical colleges across Washington State have either dropped their CTE dual credit programs, combined with other colleges into consortiums, or patched together funding from various sources to continue operations. As a result, many new models for operations and funding have bubbled up to serve the needs of students in postsecondary institutions. This presentation addresses a proposal to hire a consultant for Washington community and technical colleges to delve into the work of researching current CTE Dual Credit program models and developing an operation manual to be used as a guiding document for CTE Dual Credit program staff. Join us to learn more about this proposal and weigh in on CTE Dual Credit needs for your community.

Increasing Dual Credit Access and College Success via High School and Beyond Plan

Cascade 11, Designing Pathways

Kim Reykdal, Office of the Superintendent of Public Instruction and Valerie Frey, Pierce College

In 2019, House Bill 1599 updated Washington’s graduation requirements for the Class of 2020, including several new Graduation Pathways and enhancements to the High School and Beyond Plan (HSBP). During this session, we will review both new and existing HSBP requirements, discover how robust high school and beyond planning can increase equitable access to dual credit, and share robust implementation strategies that can improve career and college readiness for all students. In addition, participants will explore how the HSBP aligns with colleges’ Guided Pathway options and how intentionality in explaining that alignment can help students prepare for the transition to college.

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Articulation Pathway for Computer Science in Rural North Central Washington

Cascade 12, Designing Pathways

Dr. Sue Kane, North Central ESD/Apple STEM Network; Nicole Monroe, Quincy School District; Dennis Conger, North

Central Educational Service District; Riva Morgan, Wenatchee Valley College; and Tom Willingham, Big Bend Community College

Washington State has been working through policy to expand access to Computer Science education. There are established K-12 computer science learning standards, and public high schools are now required to offer at least one computer science course. That course can count as a graduation requirement, and can be used as a core admission requirement for institutions of higher education; but, does that course put a student on a firm path towards a computer science career? The Apple STEM Network was supported through a Microsoft Techspark grant to lead a determined, cross-agency working group to respond to this question. The local alliance of K-12, higher education, and community partners led to the systematic development of new dual credit articulation agreements, curriculum and content alignment, and dozens of new partnerships. The culmination of this work produced a regional report that can serve as a model for other regions looking to build articulations into pathways towards future

careers.

Leveraging Local Partnerships to Close Equity Gaps*

Cascade 13, Partnerships

Leslie Lloyd, Spokane Falls Community College; Griff Shelley, Eastern Washington University; Jessica Dempsey, Spokane Community College; and Doug Edmondson, Mead School District Learn how to build collaborative partnerships that increase equitable access to dual credit opportunities. Community Colleges of Spokane and Eastern Washington University partnered with the ESD, K-12 counselors, CTE Directors, and other local stakeholders to improve dual credit pathway options for students. Discover how to improve collaboration in your region to increase access.

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Breakout Session C

Clear Plan or Random Acts of Dual Credit Grand 2 & 3, Designing Pathways and Partnerships Keeley Gant, Columbia Basin College and Deb Thurston, Pasco School District

Are you interested in creating purposeful, seamless transitions for students to postsecondary education, while ensuring their high school graduation requirements are met? Come learn about one school district and community college partnership and their vision to meet this demand by designing course sequencing for the High School and Beyond Plan while addressing the new CTE options for graduation. Using multiple dual credit models at the community college, the partnership created an advising tool for students to access early college credit for certificate and degree completion with a clear roadmap to accommodate all students equitably.

Beyond Translation: Using a Parent-Driven Transcreation Approach to Develop Linguistically and Culturally Relevant Parent Engagement Tools

Cascade 1-2, Student & Family Support

Alma Villegas, Alma Villegas Consulting and Ingrid Stegemoeller, Ready Washington

Transcreation is a process of adapting a message from one language to another while maintaining its intent, style, and context. Districts can make their communications materials about dual credit and other issues more equitable by applying a parent-driven transcreation (or co-creation) approach to eliminate ineffective and exclusive ways of disseminating information to diverse communities. Participants will hear about the experiences of ELL staff and parents who have applied this process and take part in a hands-on exercise to begin the transcreation process to develop their own tool about dual credit courses.

Covering the Cost: College Affordability and the Challenge of Accessing the American Dream Cascade 3-4, Student & Family Support

Brian Dixon, Washington State University and Anthony Lombardi, Sallie Mae

The decisions to go to college and complete a degree are life-altering – but are our families across incomes and backgrounds aware of the options and resources to access and afford a post-secondary education? Even after our state’s historic investments in Washington College Grant Funds, college prices and student debt weigh heavily in the decision process for incoming students and families. In this session, we will detail the strategies used to communicate options to increase financial benefits as running start students and maximum financial aid funding after high school graduation. We will provide practice strategies to guide prospective students and parents through the financial aid process, decrease financial stress and maximize their financial aid packages. In addition, the latest research on how to manage college debt and improve equity in college graduation rates. Examples include workshops, phone campaigns, scholarship search engines, informational videos, reducing institutional policy barriers, and much more.

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K-12 Predictive Indicators of College Readiness

Cascade 5-6, Data, Measurement and Research

Steven Gering, Abl Schools

Abl Schools have been partnering with districts across the country to improve college readiness. Using empirical research, we have identified key metrics, visuals, and professional development to monitor and improve college and career readiness with an equity focus. We will share a foundation of the research that has underpinned our work, key findings and trends that we are seeing in schools/districts, and best practices that can lead to improvement of college and career readiness.

Understanding the 1.20 Running Start FTE Limitation*

Cascade 7-8, Funding & Policy Becky McLean, Office of the Superintendent Public Instruction Review of the 1.20 Running Start FTE Limitation to include how high school FTE is calculated based on bell schedules, information on completing the Running Start Enrollment Verification Form (RSEVF), what to do when high school and college terms overlap, understanding the two exceptions when the 1.20 FTE can be exceeded and when completing the Spring Quarter Eligibility Adjustment Form (SQEAF) is required. Actual examples will be presented.

Dual Credit Graduation Pathways Options

Cascade 11, Pathways

Linda Drake, State Board of Education

Recent legislation (E2SHB 1599) replaced the state assessment high school graduation requirement with a range of graduation pathway options. Students may meet the graduation pathway options through dual credit courses and assessments. This presentation will review the course-based and assessment-based dual credit options that meet this new high school graduation option. Participants will be engaged in discussion about the equity and adequacy of the dual credit pathway options. The State Board of Education has been tasked by the Legislature with collecting feedback on graduation pathway options from stakeholders, and with making recommendations to the Legislature to change graduation pathway options, if needed. The discussion at this presentation session will help inform these recommendations.

Building Equitable Pathways: Secondary, Post-Secondary, and Industry Collaboration

Cascade 12, Designing Pathways and Partnership

Arielle Matthews, Seattle Colleges District Learn how the Seattle College District, Seattle Public Schools, Computing-for-All (a local non-profit) and industry have come together to offer underrepresented students in IT a path with dual credit, mentorship and industry support. These organizations are building an equitable pathway from high school through college to a living wage IT career. Materials will be provided to get you started on building pathways.

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Breakout Session D

Pathways to Success: Designing, Integrating, and Assessing A Guided Pathways Success Course

Grand 2 & 3, Designing Pathways

Amy Kelly, South Puget Sound Community College and Kari Thierer, South Puget Sound Community College

SPSCC revised an existing college success course to create College and Career Success (CCS) 101, which is now a requirement for nearly all students and has been built into our Pathways. In addition, we have CCS 102 for Running Start Students. Together they give high school students a way to meet their High School and Beyond Plan. This presentation will discuss CCS 101 in terms of evidence-based curriculum, needs assessment from faculty and students, its role in Pathways, and our beginning efforts in data collection and assessment. We will also cover the challenges and opportunities inherent in having a wide range of student experiences and skills, as well as our goals of leveraging that diversity to develop self-regulated learners.

Unlocking Potential: A Resource to Help Policymakers and Practitioners Focus on Equity in Dual Credit Programs

Cascade 1-2, Funding & Policy Amy Williams, National Accreditation Concurrent Enrollment Partnership Dual credit programs, such as Washington’s College in the High School and Running Start, continue to grow in popularity across the nation due to their demonstrated efficacy in improving college access and success; outcomes that have been demonstrated by research to transcend factors like a student’s geography, demographics, academic performance, and socioeconomic status. Despite their popularity and impact, equity gaps exist and persist across the nation and have received a fair amount of policy attention in the last few years. Equity gaps represent a missed opportunity to engage a startling number of college-capable high school students in postsecondary education. State policy can play a vital role in ensuring and supporting equitable access to, and engagement in, these programs. However, practitioners and programs don’t have to wait for policymakers to point the way, the work of those in the field is often what drives change and delivers on equity aspirations. Last fall the College in High School Alliance (CHSA), a policy coalition in which NACEP is a founding member, released a new resource: Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs. This resource highlights policy recommendations in six key areas to help states address and mitigate equity gaps in dual credit programs. The session will examine Unlocking Potential from both a policy and program perspective; demonstrating how both policymakers and practitioners can leverage this resource to help sharpen the equity focus that guides their work.

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AP 2019-20: Updates and Tools for K-12 and Higher Ed Partners

Cascade 3-4, Partnerships

Karly Brockett, The College Board

Each year, nearly three million high school students use Advanced Placement® (AP®) to challenge themselves, explore their interests, and earn college credit, placement, or both. Starting in August 2019, students and educators gained access to AP Classroom, which includes new instructional resources that provide daily support including unit guides, personal progress checks, and an AP question bank of over 10,000 practice items. In 2020, Higher Ed will be introduced a new toolkit to help enrollment leaders effectively incorporate AP not only into the admissions process but throughout the enrollment cycle. Come learn about the tools from current practitioners in the field.

Leveraging Local Partnerships to Close Equity Gaps*

Cascade 5-6, Partnerships

Leslie Lloyd, Spokane Falls Community College; Griff Shelley, Eastern Washington University; Jessica Dempsey, Spokane Community College; and Doug Edmondson, Mead School District Learn how to build collaborative partnerships that increase equitable access to dual credit opportunities. Community Colleges of Spokane and Eastern Washington University partnered with the ESD, K-12 counselors, CTE Directors, and other local stakeholders to improve dual credit pathway options for students. Discover how to improve collaboration in your region to increase access.

Promising Impacts of Washington state policies on Expanding Access to Dual Credit Courses

Cascade 7-8, Data, Measurement and Research

Havala Hanson, Ph.D., Education Northwest

Washington state is a national leader in dual credit policy. Its policy and funding priorities have made progress to expand access and achieve more equitable student outcomes, though challenges remain. This session presents research that illustrates patterns in dual credit course-taking, highlighting the most common courses taken and how access to STEM and core content courses differ among student groups. The session will also discuss how a recent state policy impacted dual credit participation through expanding eligibility to tenth graders for earning dual credit through College in the High School courses and by funding College in the High School tuition for underrepresented students attending rural, small, or high-poverty schools.

Dual Credit: More than Two Things You Should Know

Cascade 11, Student & Family Support

Keith Klauss, Eastern Washington University; Waylon Safranski, Washington State University; Carlos Williams, University of Washington; and Julie Garver, Council of Presidents

Your Washington public four-year college and universities will share insights, advising tips and best practices and engage directly with you to answer questions.

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ERDC Support of Dual Credit Research and Reporting

Cascade 12, Data, Measurement and Research

Karen Pyle, OFM Education Research & Data Center

ERDC has been working with its education partners to create a new, longitudinal dual credit data mart that follows students from high school into their postsecondary education experiences. Learn how it was developed, what it contains, and what types of questions it can (and cannot) answer.

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Breakout Session E

Advancing Equity Through Meaningful High School- University Faculty Collaborations

Grand 2 & 3, Partnerships Griff Shelley, Eastern Washington University and Aaron Brenton, Eastern Washington University

EWU’s “Running Start” program allows 11th and 12th graders to begin working towards a bachelor’s degree from EWU while meeting or exceeding their high school graduation requirement. EWU maintains a team of advisors who only advise Running Start students. Running Start advisors also have a smaller caseload, compared to general academic advisors. Running Start requires its students to attend quarterly advising sessions. Running Start students attend their own orientation sessions in summer and are eligible to receive priority registration. Running Start advisors work as partners alongside their students’ high school counselors to ensure that each student’s success during their time in Running Start. With the introduction of programs like Canvas and EAB Navigate, as well as the team’s use of social media outlets, Running Start advisors can communicate with students, parents, and counselors quickly, efficiently, and directly.

Legislative Panel

Cascade 1-2, Funding & Policy

Washington Representatives and Senators

Washington State Legislators will be invited to present a Dual Credit policy idea that they plan to pursue during the 2021 Legislative Session. Participants will be invited to join legislators in smaller table groups to have a discussion on how the proposed policy changes would impact students’ experiences in dual credit programs.

Reducing Barriers & Ensuring Equity in Dual Credit Enrollment

Cascade 3-4, Funding & Policy

Libuse Binder, Stand for Children and Virginia Barry, Stand for Children

In 2019, the Washington State Legislature passed statewide Academic Acceleration as part of HB 1599. Academic Acceleration is a policy that automatically enrolls qualified students into the next most rigorous course available to them, effectively switching dual credit enrollment from “opt-in” to “opt-out.” Since the state created a grant program in 2013, over 50 districts have adopted the policy, and the majority have seen progress to or achieved parity between dual credit enrollment and district demographics. This presentation will examine the new law, which takes effect in the 2021-22 school year. It will also describe how districts and community partners are thinking about implementation in a way that ensures that more students of color, living in poverty, and from other under-served backgrounds will be able to access advanced coursework.

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Ohio's Story: College Credit Plus

Cascade 5-6, Funding & Policy

Dr. Larisa Harper, Ohio Department of Higher Education

College Credit Plus became Ohio’s sole mechanism for dual enrollment in 2015. Since then enrollment in college courses has jumped from approximately 30,000 to over 70,000 in four years. This presentation will share lessons learned, best practices, data, legislative concerns, funding, and future.

Solution Focused Partnerships: "Let's Try It!"

Cascade 7-8, Student & Family Support

Anne Molenda, South Puget Sound Community College and Dr. Lisa Cadero-Smith, Yelm Community Schools This presentation will highlight the efforts of South Puget Sound Community College and Yelm Community Schools to focus on creating a culture of education in a rural community through Running Start and other partnership engagement on and off campus including work on a pilot to offer lunch to Running Start students that qualify for free and reduced lunch on the SPSCC Campus.

Twice as Prepared: Integrating Dual Credit Pathways with CTE and IB Cascade 11, Pathways Bob Poole, International Baccalaureate Organization and Stephania Gullikson, Skyline High School

How can CTE and IB work together? Skyline HS uses the IB Career-related Program to broaden dual credit opportunities for students that may not have a four-year college in their High School and Beyond Plan. Rigor and relevance come alive for students through their IB and CTE course work that prepares them for life after high school in more than one way with courses that require critical thinking, ethical reasoning and hands-on career experience. Students graduate doubly prepared for their future learning and career choices.

Equity and Rigor in Graduation for Students with Disabilities

Cascade 12, Pathways

Tania May, Office of the Superintendent of Public Instruction and Alexandra Toney, Office of the Superintendent of Public Instruction

The High School and Beyond Plan and graduation pathways are not simply a graduation requirement; they are a way to connect ALL students to the guidance and support they need to prepare for post-

school pathways, careers, and civic engagement. Come review state level graduation and post school outcome data and discuss how the High School and Beyond Plan and personalized graduation pathway

are the key to helping students be prepared for life after high school. Learn more about the graduation requirement of High School and Beyond Plans and explore strategies to support students with disabilities

by aligning High School and Beyond Plans (HSBP) and Individualized Education Program (IEP) Transition Plans to personalize their learning and experience improved outcomes, in school and beyond.

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Featured Speakers and Panelists

Rachel Dixon, Executive Director of State and District Partnerships Western Regional Office of The College Board For the past three years, Rachel has worked with a team across the twelve most western states to support state agencies and school districts out of the Los Angeles office. Prior to joining the team in the West, she worked to support school districts in Florida with the implementation of College Board programs and services, including Advanced Placement. Before joining the College Board in 2009, she worked for Broward County Public Schools, Florida as their Mathematics Curriculum Specialist for Secondary Schools. In this role she worked with High School Mathematics teachers, including AP and Dual Enrollment teachers, and school administrators to support the implementation of curriculum and instruction. Rachel also has experience teaching mathematics at both the high school and community college levels.

Paul Francis, Executive Director Council of Presidents A first-generation college student, Paul graduated summa cum laude from the University of Arizona with a BA in political science. For the next few years he reviewed and assessed applications for admission as an admissions counselor in the Minority Student Recruitment unit of the University of Arizona’s Office of Admissions. He then returned to school, earning a Master’s in Public Administration. Upon relocating to Seattle, Paul worked as a senior admissions counselor with the University of Washington’s Office of Admissions where he managed the campus tour guide program and organized programs for admitted students and their families. He then served for five years as the lead staffer for the Washington State House Democratic Caucus on higher education policy and general government fiscal issues. Paul joined the Council of Presidents team in 2011 and was named executive director in 2013. He represents the public four-year sector on a number of statewide committees, including the Washington Student Achievement Council, Career Connect Washington, the K-20 Education Network, the STEM Education Innovation Alliance, and Governor Jay Inslee’s Results Washington and Complete Count Committee initiatives.

Adam Lowe, Advisor Education Strategy Group Adam Lowe is an Advisor with the national consulting firm Education Strategy Group, where he provides policy analysis, stakeholder facilitation, and technical assistance to states on postsecondary transitions and alignment of K12 and higher education sectors. Adam served as the first Executive Director of the National Alliance of Concurrent Enrollment Partnerships (NACEP) – leading the professional association and national program accreditor through a period of rapid growth and transition over his 9-year tenure. Prior to joining NACEP, Adam spent a decade as an education consultant for a variety of variety of universities, nonprofit organizations and state and federal agencies in Washington, D.C., Indiana, and North Carolina. He supported high school innovation and scale-up of the New Tech and Early College models in Indiana, managed statewide stakeholder engagement processes on college transitions and career readiness, and assisted charter school authorizers in developing appropriate quality assurance mechanisms.

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Chris Reykdal, Washington Superintendent of Public Instruction Washington Office of the Superintendent of Public Instruction Superintendent Chris Reykdal was born and raised in Snohomish, Washington. He has served as a high school history teacher, local school board member, state legislator, and budget and policy executive for our state’s community and technical college system. Chris leads a team at OSPI that is working hard to ensure all students are provided equitable access to a high-quality public education. Since taking office in January 2017, Chris has led OSPI through a transformation of the state’s accountability and funding systems, a complete redesign of the way the agency shares data with the public, a rebuild of outdated rules to promote equity in student discipline, and an overhaul of the state’s graduation requirements so students can choose pathways that are aligned to their goals and interests. Chris holds a bachelor’s degree and a teaching certificate from Washington State University, and a master’s degree in public administration from the University of North Carolina–Chapel Hill. Chris and his wife, Kim, live in historic Tumwater with their two children, Carter and Kennedy.

Christina Sedney, Director of Policy Initiatives and State Authorization

Western Interstate Commission for Higher Education Sedney is the Director of Policy Initiatives and State Authorization at the Western Interstate Commission for Higher Education (WICHE) where she manages the Western State Authorization Reciprocity Agreement (W-SARA) and works on a variety of topics including policy approaches to serving underrepresented student populations, higher education governance issues and needs assessments, and policy solutions for adult learners. Prior to WICHE, Sedney worked for international nonprofit Teach For All and completed a fellowship with the Kenneth Rainin Foundation. She also held multiple roles with the AmeriCorps program City Year, from classroom-based corps member to project manager on their public policy team. She holds a B.A. from the University of Virginia and a master’s degree in public policy from the University of California, Berkeley.

Amy Williams, Executive Director National Alliance of Concurrent Enrollment Partnerships

Williams joined the National Alliance of Concurrent Enrollment Partnerships (NACEP) as its Executive Director in 2019. NACEP is the nation’s sole concurrent enrollment accrediting body and has a 20-year history of supporting programs, practitioners, and policy to advance early access to quality college courses for high school students. Previously, Williams was the State Director of Career & Technical Education and Dual Enrollment for Montana and worked closely with Governor Bullock to lead the state’s efforts to aggressively expand access and increase affordability in dual enrollment. She has a strong background in research science and nearly two decades of experience in curriculum design, outreach, and program coordination as a consultant and educator. Williams has a passion for exploring policy levers at the system, state, region, and national level to build relevancy into education, ignite a passion for learning, and give students an early start on college and career.

Jan Yoshiwara, Executive Director Washington State Board for Community and Technical Colleges Jan Yoshiwara is executive director of the State Board for Community and Technical Colleges. The State Board sets policy, allocates state operating and capital funds to the colleges, strategically plans the two-year college mission, and approves educational programs. Jan assumed the role of executive director in July 2017 after serving as deputy executive director for the State Board’s Education Division. The division consists of instruction, student services, eLearning, policy research, and performance accountability. Yoshiwara works with senior staff at colleges, universities, higher education and K-12 agencies, the Office of the Governor, federal and state lawmakers, and state business and labor partners to advance education goals and policies. Yoshiwara started with the agency in 1984 and worked as an associate director of planning and information services and student services and minority affairs. Yoshiwara earned a Bachelor of Science from the University of California, Davis and Master of Education in student personnel administration for higher education from Western Washington University.

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Map of Venue