What makes Bridges unique?

Elaine Klein, PIAnnie Smith, Co-Director Curriculum and PDAika Swai, Program CoordinatorRebecca Curinga, PD Coordinator

PD Session #1August 26, 2013

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Agenda• 12:30 Introductions, Review Agenda + training Goals• 12:45 In our students’ shoes • 1:15 What do the students bring? • 1:30 What makes Bridges unique? • 2:00 Break • 2:15 Bridges Curricular Features • 2:30 Scaffolding • 3:00 Bridges Program Features • 3:30 Quick Break • 3:40 Brainstorm • 4:00 Scheduling & Evaluation

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Content Objectives - Goals• Participants will gain an initial understanding of the unique

instructional needs of a Bridges student (distinguished from an ELL).

• Participants will understand the attributes of a Bridges teacher.

• Participants will understand how the Bridges curriculum and instruction serves the unique needs of these students.

• Participants will understand the elements of the Bridges Program.

• Participants will understand the considerations that inform the development and success of a Bridges team.

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A walk in the shoes of a Bridges student

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What was your experience like?

What did you understand, not understand?

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Debrief: In the shoes of a Bridges studentWhat do the students need?• Use L1 in class• Work together• See familiar words: “coca-cola” and

cognates• Friendly, non-threatening teacher• Feel good about something– to know I

can put my name on the paper• Say the words, introduction to vocab• A culture where “not-knowing” is

encouraged• Using gestures• Opportunities to reveal previous

experiences

What do the students bring?• Background L1 knowledge and

culture• Multi-lingual ability• Text exposure, some literacy

(some don’t have any)• Coping mechanisms /

Personalities• Risk-takers, (or more reserved)

• Value belief systems• HL assessment

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Previous SIFE Research (Klein and Martohardjono, 2008) • SIFE show considerable delays in English

academic skills when compared to regular ELLs, that have been in US for same time

• Most have typical first language development

• The majority are reading in the home language at 3rd grade level or below

• Significant contribution of home language reading to English reading comprehension

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The Building of BridgesPurpose: To prepare students for achievement in non-sheltered

9th grade by providing• An additional, accelerated year of schooling • Strong home language support in the curriculum and

instructional practices• Focus on foundational and text-level academic literacy through

content• A specialized curriculum integrating language, literacy, and

content in Math, Social Studies, Science and ELA• A safe, positive, respectful and communal classroom

environment for optimal academic development

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Other Models?

• How do you currently serve ELLs and SIFE in your classrooms?

• What has worked well?• What has been missing?• Which (other) programs are you familiar

with for ELLs and/or SIFE?• SIOP• RIGOR

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What makes Bridges unique?

• Program Level• Target Population• Role of Home Language and Culture• Integration of Language and Literacy

in Content

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Program Level

• Interdisciplinary team of teachers• Specialized Curriculum in four content areas (and

a fifth to be added!)• ELA, Social Studies, Science, Math• (Language and Literacy)

• Sheltered classes - students stay together all day• To build confidence• To build identity as a learner

• Acclimate students to school environment and school culture

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Target Population

• Specific curriculum developed for low-literacy high school newcomers• Home language literacy from 0 - 4th grade

• Students with diverse backgrounds, languages and cultures

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Role of Home Language & Culture

• Academic English proficiency and home language maintenance

• Community of speakers-based learning: students rely on each other as a resource

• Use of multi-lingual materials and other resources

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Integration of Language and Literacy in Content• Training in Language and Literacy for all

Bridges content teachers• All classes taught by content teachers

• Focus on both foundational and text-level literacy through content instruction

• Critical Thinking and other ‘core instructional elements’

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Bridges Curriculum Goals

• Develop foundational reading skills (learning to read) so that students are able to read to learn.

• Build foundational world and conceptual knowledge to support student access to high school content.

• Integrate content knowledge, language and academic skills, so that students gain competence in each domain.

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Bridges Curriculum Goals (continued)

• Foster academic habits such as persistence, organization and preparedness as well as an ability to reflect on one’s own learning.

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The Bridges Curriculum

• Bridges curriculum framework: Four units each in Math, English, Social Studies and Science that integrate language, literacy and subject area-content.

• Thematic interdisciplinary connections across the units to promote deep conceptual knowledge.

• Project – based units developed around essential questions that engage and provoke inquiry.

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The Curriculum (continued)

Each Unit in Every Discipline (e.g. social studies, science, ELA):

• Builds and engages native language as a resource for learning and deepening literacy in L1 and L2;

• Emphasizes classroom routines and strategies that promote strong academic habits;

• Builds towards a final project with articulated outcomes and objectives in all four language domains;

• Aligns to common core and language development standards.

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Bridges Unit Structure

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Curriculum Materials

• Interdisciplinary Overview • Unit Plan(s)• Weekly Lesson Outline(s)• Sample lessons• Sample student materials• Teacher’s Guide to the Curriculum• Bridges Website

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Social Studies Unit 2, Week 1

Guiding question:How do people today get what they want and need?

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What supported your understanding in this lesson?

• Visuals, word wall• Essential Question, context• Repetition• Role playing• Using words in context• (home language partnering, could be used more)Ideas:• Bring in worksheets after talking (oral development first)• Students build their own word walls in different languages

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Core Instructional Elements

• Classroom Environment as a Resource for Learning

• Oral Language Development• Foundational Literacy• Integration of Language, Literacy and Content• Home Language as a Resource for Learning• Academic Literacy• Critical Thinking

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Brainstorm

What will it take to implement the Bridges program at your school?

• Consider:• Admin roles and responsibilities• Organization and structure of Bridges Team• Team Leader responsibilities

• What are some strengths you will have?• What are going to be some challenges?• What do you anticipate needing help with?• What are some resources you can call upon?

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Proposed PD ScheduleProposed Dates Location

(TBD)Topic

1. Mon, Aug 26 James Monroe HS

What makes Bridges unique?

2. Sat, Nov 2 Bridges Teacher Training, Part I

3. Sat, Dec 7 Bridges Teacher Training, Part II

4. Sat, Jan 25 Bridges Teacher Training, Part III

5. Sat, Mar 15 Bridges Teacher Training, Part IV

6. Sat, Jun 7 Bridges Teacher Training, Part V

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Assignment

Review and Practice• Everyone: Check out the Bridges website

• http://bridges.ws.gc.cuny.edu/• Skim through the Bridges Curriculum and Teacher’s Guide

• Teachers: Read Unit 1 across all subject areas• Study Unit 1 in your subject area focusing on Week 1

To Do• Administrators: How will you select your Bridges team?

• Come back with an organizational chart for who will be on the team

• Teachers: Try out one scaffolding technique that you learned today• Report on what you did, and how it worked

Programmatic Features

Math ELA

Science

Social Studies

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Language & Literacy Class• Foundational literacy is currently embedded in curriculum,

with emphasis on fluency, sight words, word families and language patterns.

• Work on the “Language & Literacy Curriculum” is scheduled to complete by September 2014.

• This “Language & Literacy Curriculum” is designed for 0-2nd grade home language literacy; students who read/write higher than 2nd grade home language should be placed in a Home Language Class (if available).

• In terms of programing, schools need to plan for a teacher, who ideally is either is a reading and/ or literacy specialist, or someone who has elementary ESL experience.

• This 5th class would probably be integrated as an intervention class. 38

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Science

ELA

Math

Social Studies

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Math ELA

Science Social Studies

HLL+L

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M ELA

SS

S

Drama

Art

M

S SS

ELA

L+LHL

Art

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The Team Leading Spectrum

2 3 4 5 6 7 8

Minimum

Hours /week(including team meeting)

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Tiers of Team LeadingHours/ week*

Scope of Work (in order of priority)

2 Facilitate team meeting, prep + follow up3 Coordinate HL support across classes 4 Coordinate tight student feedback loop; foster

interdisciplinary cohesion + connect to all classes5 Interface & follow up on counseling/ parent outreach/

socio-cultural support6 Manage progress & outcomes overview, assessments and

data7 Help teachers coordinate project presentations/ student

work exhibits/ field trips/ community building activities

*Excluding beginning of year (intake/assessment time and ordering of materials)

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M

S SS

ELA

L+LHL

Art

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Activity Examples• Parent Coordination + Community Outreach

• Organizing special parent meeting time for Bridges parents• Organizing/ supporting after school activities in HL/ community-based programming• Follow up on frequent absences or behavior issues• Organize language support

• Counseling Services • Be aware of our students’ specific needs• Monitor self-esteem and students’ disposition towards “repeating” 9th grade• Spot “at-risk” behaviors/ circumstances early

• Interpreters & Language Support• Assist with translanguaging and interdisciplinary “word banks”• Check on word walls and student work that is produced in HL• Assist teachers in-class (join team meetings to become aware of Bridges approach towards

use of home language )• Social Work + Health Care

• Monitor students health care needs, especially re sight and oral health• Provide information on resources/ referrals to immigration services• Adapt sex ed, nutrition ed and other basic health education to students’ abilities and

cultural paradigms

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M ES S

S

L+L

Programmatic PD

HL

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M ES S

S

L+L

Instructional + Curriculum PD

Programmatic PD

HL

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M ES S

S

L+L

Your school’s administration

Instructional + Curriculum PD

Programmatic PD

HL

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M ES S

S

L+L

Your school’s administration

Instructional + Curriculum PD

Programmatic PD

Students’ next year’s teachers

HL

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M ES S

S

L+L

Your school’s administration

Students’ next year’s teachers

Your school’s other resources

Instructional + Curriculum PD

Programmatic PD

HL

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Support from Bridges Project

Programmatic PD• Cultural competency + Community Outreach• SWOT analysis• Program design (logic model)• Bridging the ideal program with real possibilities

Instructional and Curriculum PD • 6 PD sessions total during planning year (2013-2014)• On-site coaching and more PD sessions during

implementation year (2014-2015)

Support from YOUYour school’s administration

• Flexibility and open mind during design phase• Point person for communication with Aika• Assistance with finger-printing requirements for potential volunteers • Data management & logistics• Release time/ per session time for team leader activities• Technology (and other) PD for teachers, especially I-Pad and Smartboard use • Summer school coordination

Students’ next year’s teachers• Familiarize with Bridges during Year 1 & 2; exposure to Bridges methods and curriculum• Early planning for accommodation of Bridges students• Summer school ?

Your school’s other resources• Extracurricular clubs, after-school activities• Library• Field trips• School publication • Sports teams• Community-based Organizations (CBO) partnerships• Computer room and opportunities to enhance computer skills

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Sample Schedule: 1

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Sample Schedule: 2

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Sample Schedule: 3

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Sample Schedule: 4

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What should we call this class?

• Class I ?• The Bridges Class ?• Super SIFE Class ? 58

Going back to our program

What are some irregularities to be aware of up front?

• Some students have low literacy, but high numeracy and Bridges Math was “too easy”

• Some intervention/ electives classes are only offered in one semester, but not the other

• How can we use gym class more effectively for students who cannot participate, but still need gym credit?

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