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  • Collective impact….
  • Four classes of 12th graders, class of 06, 07, 08, and 09, all from the same relatively resource-rich, diverse high school.Show of hands – how many of you know how many of your students go to a community college? Which community college?
  • Looked at three main markers I used to describe a high school mathematics pathway. And, of course, “where students stop” is in part determined by “When students stop”….
  • THOUGHTS? DISCUSSION? Which path is best? All are appropriate if your goal is high school graduation. But the goalposts have moved!Comparison of Participation by All Students (N=2920) and the subset of Community College-Bound Students (CC Freshmen) (N=953) in 12 different High School Mathematics PathwaysNote. Some students did not attend all four years of high school at the same school. In this sample, high school student records including Grade 9 Math were available for 2363 (81%) of 2920 students; this includes 739 (78%) of the 953 students who went on to become community college freshmen (CC Freshmen). Row 1 describes the accelerated mathematics pathway most taken by all students. Row 2 describes the pathway most taken by community college-bound students: Algebra 1 or below in grade 9, no math in grade 12, no advancement beyond Algebra 2. Participation in alternative pathways drops off rapidly.
  • NOTE: All students at all levels.
  • Narrow definition of college-readiness.. Assessing into college-level coursework
  • After a lot of preliminary analysis, these are the variables I tested in a multinomial logistic regression to see which, if any, were significant predictors of placement in 1-, 2-, 3-, or 4-levels below college level mathematics. College level mathematics was the reference.
  • Discuss. What’s missing? Gender. Ethnicity. SES. Parent Ed…. Highest-level math. What can you tell me about the CAHSEE Math?However, Here you can see that Grade 9 Math and CAHSEE Math were significant predictors at all levels below college-level math; and that No Math in Grade 12 was a significant predictor at 2-,3-, and 4-levels below college-level, with a large effect. 58% more likely to place 2-levels below (into Algebra 1) if you took no math in grade 12.But the finding we want to highlight right now is the No Math in Grade 12. Students were 58% more likely to place 2-levels below (into Algebra1) than into college-level mathematics, all other factors being equal, if they took no math in grade 12.. Also a large effect for students who placed 3-levels below (into pre-algebra) and 4-levels below (into basic arithmetic).Thoughts? Comments?
  • p < .01This table tells us that students who took no math in grade 12, all other factors in the model being equal, were almost 58% more likely to place 2-levels below college-level mathematics than into college-level mathematics! They were almost 50% more likely to place 4-levels below college-level mathematics than in college-level mathematics, other factors being equal.
  • 27% (750/2753) of students “passed” the CAHSEE…
  • Realize moving students up is easier said than done….not really low hanging fruit but….
  • p < .01This table tells us that students who took no math in grade 12, all other factors in the model being equal, were almost 58% more likely to place 2-levels below college-level mathematics than into college-level mathematics! They were almost 50% more likely to place 4-levels below college-level mathematics than in college-level mathematics, other factors being equal.
  • So, now we know who didn’t take math --- disproportionately students going to community college, black and latino students, students with weak math skills
  • LOW HANGING FRUIT HERE --- Where students stop is of course related to when students stop. This table illustrates that the subset of students who matriculated to the community college under-performed the full class in terms of the highest-level of mathematics they attained. For all students, 63% took mathematics above Algebra 2, compared to just 46% of the CC Freshmen subset. Now look at the Algebra 2 column --- we see that 24% of all students and 37% of CC Freshmen did NOT advance beyond Algebra 2. AND 15% of all students and 23% of the CC Freshmen took Algebra 2 as their highest-level math course, in grade 11.Note.Highest-level mathematics course is the 12th grade mathematics course unless mathematics was not taken in grade 12, in which case it is 11th grade mathematics. Highest-level mathematics is not included for students who took no mathematics in grade 11 or 12.
  • This is in keeping with Adelman’s finding that every course beyond Algebra 2 doubles the odds of college completion. (This is why I am using Algebra 2 as a marker).Note. Highest-level math was NOT a significant predictor in this model.
  • Patterns of Progress: No Math in Grade 12 High School Mathematics Pathways and CAHSEE Math scores per Community College Placement Levels (N=903)Note. Tracking the above variables, there were 172 patterns for the 903 CC Freshmen who were assessed for college placement. There was no data missing for 741 or 82% of these students. The table above presents the 10 patterns most frequently followed by more than 10 students with no missing data who took no mathematics in grade 12. The high school paths correspond to those in Table 1.a CAHSEE Math assesses middle school competencies. Scores from 350-379 indicate Pass, 380 and above indicates students are Proficient or Advanced. * Grade 9 Math Class and CAHSEE Math Scores were significant predictors of community college placement level at 1-, 2-, 3-, and 4-levels below college-level.** No Mathematics in Grade 12 was a significant predictor of community college placement level at 2-, 3-, and 4-levels below college level.
  • Plus is system of data that can be used by education stakeholders to improve outcomes along the education-to-workforce pipeline.
  • Although Cal-PASS has historically been known for being a data repository, we strongly believe that data must lead to action that improves outcomes for our students.Cal-PASS Plus is committed to working on these 3 primary initiatives.
  • We are currently developing a new more user friendly and actionable Cal-PASS Plus website. It is currently undergoing Beta testing and will be r
  • Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
  • Although horizontal conversation is a good starting place, it is often where we get stuck. Thanks to the linked data provided by Cal-PASS Plus, vertical articulation can be informed by a more comprehensive set of student outcome data. It can now focus on what happens to students as they progress from one segment of the pipeline to the next.This chart shows what happens to students when they leave a given high school district. Here we see the numbers of graduates who enrolled in community college or university within one year of graduating. By clicking on the segment , a viewer can drill down to see exactly which community colleges and universities were attended by the selected cohort of graduates. Viewers are also able to see a demographic breakdown for those students, by school attended.
  • This chart shows how many students are placed in college credit-bearing courses and how many are placed in remedial coursework (there is a math report and an ELA report) when they leave a given high school district. Although it’s not visible on this slide, much more detail can be accessed by expanding the fields online
  • Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
  • But even bright spots have challenges on the education pipeline. Proficiency does not always equal college readiness. Here is where a major disconnect occurs in our schools – leading to a high percentage of college remediation and hampering students’ ability to obtain a degree in a timely manner, and sometimes at all. Identifying challenges is the first step in addressing them and improving outcomes.
  • But even bright spots have challenges on the education pipeline. Proficiency does not always equal college readiness. Here is where a major disconnect occurs in our schools – leading to a high percentage of college remediation and hampering students’ ability to obtain a degree in a timely manner, and sometimes at all. Identifying challenges is the first step in addressing them and improving outcomes.
  • Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
  • As indicated, our first initiative involves creating a shared pathway to college. College readiness preparation begins early in the education pipeline although its importance is often magnified in high school.As we look at the chart on the left, each left hand column shows us how students at one high school performed on the math CSTs compared to the top 10 comparable schools. Cal-PASS Plus data is not available for the purposes of “shaming” anyone—we want to highlight the bright spots so others can learn. For this reason, if you click on the bar showing the top 10 schools we can learn about them and learn from them. In this particular example, schools could be learning quite a bit from Cesar Chavez since they are outperforming their peers at every level.
  • Here is where collaboration comes in. Struggling schools are encouraged to learn from their higher performing peers in their area. Again, this is a K-12 example but Cal-PASS Plus will include information like this for community colleges and universities as well.

Jaffe acsa powerpoint online Jaffe acsa powerpoint online Presentation Transcript

  • Launchpad to College-Readiness in Math: Repositioning Senior Year Friday, November 8, 2013 8:30-10am Association of School Administrators Leadership Summit Launching our bold new future San Jose
  • Presenters • Dr. Terry Deloria, Assistant Superintendent Santa Monica-Malibu Unified School District • Dr. Louise Jaffe, Independent Researcher Santa Monica College Trustee • Michele Badovinac, Director K-12 Outreach Cal-PASS Plus Launchpad to College-Readiness in Math: Repositioning Senior Year
  • To be covered… • Research: Math from high school to community college – Louise • Response to findings – Terry • New tool: Cal-PASS Plus – Michele Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Problem Students are coming to community college unprepared for college-level coursework as determined by the community college placement assessment. Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Why it matters “…placement in developmental math [is] one of the single greatest barriers to college completion.” (Burdman, 2013, p.3) Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Mathematics from High School to Community College What are students doing? How does it affect their college placement? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Sample: 2920 12th Grade Students Classes of 2006, 2007, 2008, 2009 from a single high school Launchpad to College-Readiness in Math: Repositioning Senior Year
  • CC Freshmen Ethnicity (N=953) 9% Black Latino 48% 35% A/PI White Other 7% Launchpad to College-Readiness in Math: Repositioning Senior Year 8
  • High School Math Pathway Markers • Where students start: Grade 9 Math • Geometry or Above • Algebra 1 or Below • When students stop: Math in Grade 12 • Yes or No • Where students stop: Highest-Level Math • Above Algebra 2 • Algebra 2 • Below Algebra 2 Every course beyond Algebra 2 doubles the odds of college completion (Adelman, 2006) Launchpad to College-Readiness in Math: Repositioning Senior Year
  • All 12 high school math pathways lead to high school graduation Path High School Observed Math Pathways Grade 9 Math Class All Students N=2920 CC Freshmen n=953 1 Geometry Math in Grade 12 Yes Highest-Level Math Above Algebra 2 36.5% 17.7% 2 3 Algebra 1 and Below Algebra 1 and Below No Yes Algebra 2 Above Algebra 2 12.4% 11.0% 19.5% 11.6% 4 5 6 7 Geometry Algebra 1 and Below Algebra 1 and Below Algebra 1 and Below No Yes No Yes Above Algebra 2 Algebra 2 Below Algebra 2 Below Algebra 2 9.6% 6.0% 2.0% 1.5% 10.3% 10.4% 2.9% 2.2% 8 9 10 11 12 Geometry Geometry Geometry Algebra 1 and Below Geometry TOTAL No Yes Yes No No Algebra 2 Algebra 2 Below Algebra 2 Above Algebra 2 Below Algebra 2 .9% .4% .4% .2% .1% 81% (2363) 1.3% .5% .6% .2% .2% 78% (739) Launchpad to College-Readiness in Math: Repositioning Senior Year
  • The goalposts have moved… Launchpad to College-Readiness in Math: Repositioning Senior Year
  • How do the different high school mathematics pathways prepare students for college? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Enter Community College, Take Math Placement Assessment Assessment College-level Mathematics 1-level below 2-levels below 3-levels below 4-levels below Placement College-level Mathematics Intermediate Algebra Algebra 1 Pre-Algebra Basic Arithmetic Launchpad to College-Readiness in Math: Repositioning Senior Year
  • College Math Placement Results All CC Freshmen CC Freshmen by Ethnicity Launchpad to College-Readiness in Math: Repositioning Senior Year
  • What predicts placing into college-level or belowcollege-level coursework on the community college placement assessment? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Variables Tested in Predictive Model 1. Gender 2. Ethnicity 3. Parent Education 4. Low SES 5. Grade 9 Math Course – where students start 6. Highest-Level Math Course – where students stop 7. No Math in Grade 12 – when students stop 8. Grade 9 Math GPA 9. Grade 10 Math GPA 10. Grade 11 Math GPA 11. CAHSEE Math Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Significant Predictors of Placement in Below College-Level Mathematics Delta-p Variable 1-level below 2-levels below 3-levels below 4-levels below Grade 9 Math GPA 14.42** Grade 10 Math GPA 16.74* Grade 11Math GPA Grade 9 Math No Math in Grade 12 14.96** 21.99** 16.69** 22.27* 22.39** 21.38*** 57.64** 45.66* 49.20** * p < .05, ** p < .01, ***p < .001 Launchpad to College-Readiness in Math: Repositioning Senior Year
  • CAHSEE Math scores were a significant predictor of placement at all below-college-level mathematics. Delta-p Variable 1-level below 2-levels below 3-levels below * p < .05, ** p < .01, ***p < .001 Launchpad to College-Readiness in Math: Repositioning Senior Year 4-levels below
  • CAHSEE Math and Community College Assessed Placement Level (N=857) 100% 10% 15 % 9% 80% 39% 83% 33% 60% 19% 40% 82 % 46% 20% 19% 17% 6% 0% FAIL PASS (n=33) 275- (n=340) 350-379 8% 8% ADVANCED PROFICIENT (n=367) 380-421 (n=117) 422-450
  • CAHSEE Math PASS by Ethnicity (N=2753) Launchpad to College-Readiness in Math: Repositioning Senior Year
  • CAHSEE Math by Ethnicity (N=2753) Launchpad to College-Readiness in Math: Repositioning Senior Year
  • No Math in Grade 12 was a significant predictor of placement at 2-, 3-, and 4-levels below college-level mathematics, with a large effect. Delta-p Variable No Math in Grade 12 1-level below 2-levels below 57.64** 3-levels below 45.66* * p < .05, ** p < .01, ***p < .001 Launchpad to College-Readiness in Math: Repositioning Senior Year 4-levels below 49.20**
  • Who Took No Math in Grade 12? All Students (N=2920) CC Freshmen (N=953) By Ethnicity (N=2895)
  • Who Took No Math in Grade 12? Grade 9 Math
  • How does not taking mathematics in grade 12 negatively impact students matriculating to community college? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Where students stopped was determined in part by when students stopped Students Last Grade Above Alg. 2 Alg. 2 All 12 52% 9% 1% 2% 11 11% 15% 3% 1% 63% 24% 4% 4% 12 34% 14% 1% 3% 11 12% 23% 4% 2% 46% 37% 6% 5% (n=2920) Total CC Freshmen (n=953) Total Alg. 1 and Geom. below Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Students who advanced beyond Algebra 2 were more frequently college-ready Highest-Level Math with CC Math Placement High School Math Community College Math Placement Highest-level Grade Taken Collegelevel 1-level below 2-levels below 3-levels below 4-levels below > Algebra 2 12 54% 16% 13% 11% 6% 30 7 11 48% 16% 15% 12.5% 8% 10 4 12 11% 8% 9.5% 32% 40% 12 6 11 11% 14% 16% 28% 31% 21 0 12 2% 2% 5% 24% 67% 42 11 1.9% 3.8% 34% Launchpad to College-Readiness in Math:5.7% Repositioning Senior Year 55% 53 Algebra 2 < Algebra 2 N
  • No Math in Grade 12: Different Students, Different Needs High School Mathematics HS Pathway Markers Path Grade 12 HighestGr 9 Math* Math** level Math CAHSEE Math * Grade 10 Community College Placement Level % of HS Path n % of 903 2 ≤ Algebra 1 No Algebra 2 380+ College-level 9% 17 2% 4 Geometry No > Algebra 2 380+ College-level 46% 43 5% 4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1% 4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1% 2 ≤ Algebra 1 No Algebra 2 380+ 1-level below 9% 17 2% 2 ≤ Algebra 1 No Algebra 2 380+ 2-levels below 11% 20 2% 2 ≤ Algebra 1 No Algebra 2 380+ 3-levels below 11% 19 2% 2 ≤ Algebra 1 No Algebra 2 350-379 3-levels below 19% 34 4% 2 ≤ Algebra 1 No Algebra 2 350-379 4-levels below 27% 48 5% 6 ≤ Algebra 1 No < Algebra 2 350-379 4-levels below 41% 11 1% 23 26% 4
  • Four Groups No Math in Grade 12 Students 1. Did not need 12th grade mathematics; 2. May have had adequate competencies but needed to brush up; 3. Were on-track to college-readiness in grade 11 but needed to acquire additional skills in grade 12; and 4. Students with weak skills who were not on track to college-readiness and needed remediation.
  • By not taking mathematics in grade 12, the students in Groups 2, 3, and 4 did not just miss an opportunity; they diminished their chances for postsecondary success. Launchpad to College-Readiness in Math: Repositioning Senior Year
  • No Math in Senior Year Launchpad to College Un-Readiness
  • How is our school district addressing these findings? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Santa Monica-Malibu USD • • • • District Demographics Multiple Measure of College Readiness SMMUSD College Readiness Dashboard SMMUSD Response Launchpad to College-Readiness in Math: Repositioning Senior Year
  • SMMUSD Overview • • • • • • PreK-12 District Santa Monica AND Malibu 11,417 White 51% Black 6% Hispanic 30% Asian 6% English Learners 9% Socio-Economically Disadvantaged 27% Launchpad to College-Readiness in Math: Repositioning Senior Year
  • SMMUSD Overview • • • • 53 Administrators 66 Pupil Services 554 Teachers 663 Classified Staff Launchpad to College-Readiness in Math: Repositioning Senior Year
  • SMMUSD Overview • • • • • • • • Child Development Services (0-Pre-K) 10 K-5 Elementary Schools 2 Middle Schools (6-8) 1 High School (9-12) 1 Middle/High School (6-8, 9-12) 1 Alternative (K-8) 1 Continuation High School (11, 12) 1 Adult School Launchpad to College-Readiness in Math: Repositioning Senior Year
  • So Many CR Metrics! • A-G completion rate • Early Assessment Program (EAP) • SAT CR • SMC Freshmen Course Enrollment Data • Smarter Balanced Assessment Consortium (SBAC) • All of them as each provides useful information Launchpad to College-Readiness in Math: Repositioning Senior Year
  • SMMUSD CR Dashboard (%) 75 58 39 32 26 2 A-G Rate EAP English EAP Algebra 2 EAP Summative Math SAT CR A-G is necessary and required BUT is insufficient as a measure of CR. CC CollegeLevel Math
  • SMMUSD Response • Goal: All seniors graduate prepared to enroll in post-secondary, freshmen-level math courses Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Curriculum Alignment Assessment Professional Development Equity and Access SMMUSD Plan: Increase College Readiness in Math Homework Intervention & Enrichment Parent Involvement Program Monitoring
  • Curriculum Alignment: What do we want students to know? • Reshape school culture: Require parents/caregivers to “opt out” of senior math • Create two new senior math electives 1. Review only of math concepts found on SMC’s math placement test 2. Intensive reteaching of math concepts required for placement in post-secondary freshman math courses (Aligns with SMC’s accelerated path) • Team with SMC to administer math placement test at SMMUSD sites as appropriate Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Curriculum Alignment: What do we want students to know? • Pre-K Alignment to K-5 • K-12 Alignment: Curriculum AND Rigor – Vertically and horizontally – Standards-based (CCSS, NCTM, SAT, AP) • How? – Curriculum Guides – Teacher collaboration – Data – Classroom Walk-Through’s Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Assessment: How will we know if students learned? • Formative—Used effectively twice a week for one school year resulted in a mean gain of 30 percentile points over control group (Ahead of the Curve, p. 106) • Summative • Common, teacher-created (School & District) • Data used to inform teaching, intervention and enrichment • CR Diagnostic Tools beginning in grade 5 Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Professional Development: Teachers • Content • Cognitive Strategies (visualization, active engagement, vocabulary, culturally responsiveness, etc.) • Non-cognitive strategies (grit, selfcontrol, curiosity, conscientiousness, optimis m, etc.) • RTI2, Differentiation and Small Group Instruction • STEM Connections Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Professional Development: Others • Who else? – Principals, Co-Administrators, District Leaders – Counselors/Advisors – Parents/Caregivers – Students • Focus – Rationale : Why all students need to be CR – Roles and Responsibilities Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Equity and Access • Review of Board Policies and Administrative Regulations • Review of school practices and traditions – Progress and Repeat “rules” – Grading policies – Homework policies – Reteach and Retest policies – Homework policies Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Homework • Homework practices contribute to achievement gaps • Harris Cooper (Duke University) – Meta-analysis of empirical research – Class Comparison: homework vs. no homework – Grade Level Studies  Elementary – no academic gain  JHS – 12-15 percentile gains on nationally-normed tests  HS – 24-31 percentile gains on nationally-normed tests Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Homework • Professional Development – Effective homework – Differentiated homework • Monitoring completion rates • Comprehensive Response: The only consequence for not doing homework is to do the homework! – Classroom – Department – School Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Intervention and Enrichment: How will we respond when students don’t learn? What if they already know the content? • Comprehensive system response – Classroom level – Department/grade level – School level • Data and Assessment • Small group instruction (practice, intervention, enrichment) • Timely, high-quality corrective action Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Parent Involvement • Parenting: Help all families establish home environments to support children as scholars • Communication: Design effective tools for school-tohome AND home-to-school on programs, policies and student progress • Volunteer support • Learning at home strategies • Collaboration • Training Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Program Monitoring and Refinement • Common District Assessments • 2014: SBAC interim assessments • Collaboration – Among teachers – Among leaders – Among partners • Classroom Walkthrough’s • Data, data, data Launchpad to College-Readiness in Math: Repositioning Senior Year
  • How is our community college addressing these findings? Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Santa Monica College Programs • Prep 2 Test • Early Assessment Program (June 2013) • Accelerated Math Pathways • SMC First Year Experience (FYE) • SMC FYE Summer Bridge • Summer Jams • Supplemental Instruction Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Data Aligns Our Work Teaching Learning Assessing Placing Assessing Placing Messaging Scheduling School District Teaching Learning Messaging Community College District Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Data can show us the way • Shared research – cross-systems analyses – can help us increase college readiness • Collective and Collaborative Impact – If school districts and community colleges see the same findings for shared students, they can implement reforms and interventions that align and increase student success, and – work together more easily and more effectively. Launchpad to College-Readiness in Math: Repositioning Senior Year
  • Overcoming Barriers to College Success Through Actionable Data and Collaboration 56
  • Finding Solutions: Using Actionable Data and Collaboration • Creating a shared pathway to college and career readiness by connecting Pre-K through 12 to postsecondary education. • Increasing college completion by reducing the need for remedial coursework through the use of effective interventions and multiple measures of placement. • Targeting and improving the transition from postsecondary education to the workforce. 57
  • Website in Transition A Sneak-Peek 58
  • New Website Preview 59
  • New Website Preview 60
  • Where Are Our Students Enrolling in College? Each box can be expanded to provide additional detail: school names, demographics, etc. 61
  • Are Students “Ready” to Progress Through The Pipeline? 62
  • Are Students Progressing Through The Pipeline? Momentum points
  • New Website Preview 64
  • College Readiness-EAP Algebra II
  • College ReadinessEAP Summative Math
  • New Website Preview 67
  • College-Readiness Charts
  • School Proficiency Compared to Peers
  • Where Are Their Peers?
  • For Additional Information Contact: Michele Badovinac Michele@calpass.org www.calpassplus.org
  • Thank you! Contacts Terry Deloria, Assistant Superintendent, Educational Services Santa Monica Malibu USD, tdeloria@smmusd.org Louise Jaffe, Independent Researcher, louisecjaffe@gmail.com Santa Monica College Trustee, jaffe_louise@smc.edu Michele Badovinac, Director K-12 Outreach Cal-PASS Plus, michele@calpass.org www.calpassplus.org Launchpad to College-Readiness in Math: Repositioning Senior Year