# data[].attributes.body
Rigor, Teachers, Principals, Families/Students

# data[].attributes.body
How do we make sure we get the commitment/buy-in of the teachers?

# data[].attributes.body
From the teacher perspective, how do we do quadratics well--what is really needed

# data[].attributes.body
Adequate preparation time for teachers to be ready to teach BTC effectively and the new platform in general in a virtual environment.

# data[].attributes.body
How do we connect this work not just to higher ed but to middle and elementary school math preparation?

# data[].attributes.body
and...how do we keep teachers in the position/role? Staff who have taught the content for multiple years, have shown tremendous growth.

# data[].attributes.body
how we package the changes; address perceptions about rigor, what the course does, etc.

# data[].attributes.body
admissions vs. placement/college readiness

# data[].attributes.body
From the higher ed perspective, let's be careful that we don't over-inflate BTC expectations; it's probably more well-suited for students pursuing non-STEM majors. And that's okay.

# data[].attributes.body
We need to be consistent/compatible with the articulation agreements with higher education. HE wants to see staying power of solutions like BTC that intend to better prepare students for college mathematics - not solutions that change depending on who is in power.

# data[].attributes.body
Competition between BTC and other advanced math classes? (and dual credit options)

# data[].attributes.body
Getting them excited about what the course offers, how it can support their students and their learning

# data[].attributes.body
Make sure BTC is fulfilling the need we want it to, don't want to pigeon-hole students out of path to Calc

# data[].attributes.body
higher ed voice to help support/validate the Bridges approach

# data[].attributes.body
being clear about meaningful and culturally appropriate standards

# data[].attributes.body
Can we make Quadratics the new unit 8, with the recognition that not everything in that unit might be covered? (similar to what happened with statistics in the "old" BTC format)

# data[].attributes.body
Consistency across district in what is learned in the BTC course. Affects what is taught in college courses and students are inconsistently prepared.

# data[].attributes.body
research around the why of the course and the importance of this approach to pathways

# data[].attributes.body
Concerned about tracking of the students who are identified and some self-select out Bridges due to perception of the course by higher income families and thus end up tracking students from low-income backgrounds into Bridges.

# data[].attributes.body
need to bring principals fully on board

# data[].attributes.body
need to tackle the systemic issues around math expectations and requirements