Bridges to academic success
1 / 42

Bridges to Academic Success - PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

Bridges to Academic Success. January 30, 2012 Professional Development Meeting The CUNY Graduate Center. Welcome and Please Do Now!. Sit next to someone from a different school.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Presentation

Bridges to Academic Success

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Bridges to Academic Success

January 30, 2012

Professional Development Meeting

The CUNY Graduate Center

Welcome and Please Do Now!

  • Sit next to someone from a different school.

  • Walk around the room and respond to each of the 3 questions you see on posters. (Use post-its and a marker from your table.)

  • Fill out a Teacher Questionnaire before you leave today.

    (8:30 – 9:00)

Today’s Agenda

9:00-9:50 am: Welcome

What’s this research all about and why do we need it anyway?

9:50-11:15 am: Instruction, part I

Sharing within disciplines & teams

11:15-11:30: Break

11:30-12:50 pm: Instruction, part 2

Modeling and practice across disciplines for development of English literacy

12:50-1 pm: Wrap up and evaluations


1. STOP when the music stops.

2. LISTEN to the sentence.

3. Make a STATUE using your body and face to show your EMOTION.


Share answers from opening activity:

  • 3 words that represent your experience with Bridges

  • 3 words for your students’ experiences

  • 3 words for your team meetings

What’s this research all about and why do we need it anyway?

(What do YOU think?)


Objectives of the Research

Objective 1:

Document the Bridges Program and its Curriculum


To find out

  • If the program is doable/feasible, sustainable (a pilot -- not been done before);

  • How teachers feel about the program and its Curriculum (is it worthwhile?);

  • If teachers are actually implementing the Curriculum;

  • Which parts of the program and Curriculum are working best; what can be improved.

Howcan we document Bridges and its curriculum?

Fall 2011:

  • Teacher e-logs (Why oh why?)

  • Team leader meetings/e-logs

  • Mid-year teacher reflections

  • Lesson plans (2)

Spring 2012:

  • (REV) Teacher e-logs (2x mth)

    • Team leader e-logs (2x mth)

    • Feedback for Unit 3

    • End of year teacher reflections

    • Lesson Plans (2)

    • Feedback from others (students, consultants, principals...)

Objective 2:

Assess academic growth of students


To find out:

  • Bridges program  student learning?

  • Curriculum/activities  student learning?

  • Which parts of Curriculum/activities work best?

  • In which subject areas  student learning?

  • Use of native language  student learning?

  • What changes need to be made?

Howcan we assess the academic growth of Bridges students?

Fall 2011 -- starting point:

  • Consent/Assent forms

  • Writing samples upon entry

  • Student records data

  • English ALLD

  • Classwork samples

  • Teacher assessments, portfolios, grades

June 2012 -- end point for pilot study:

  • Classwork samples (Unit 3 project)

  • English ALLD, NYSESLAT

  • End-of-year writing sample (same prompts as beginning)

  • Bridges end of year test?

  • Teacher assessments, grades, other

  • Attendance, drop-out rate

    Other ways?

    Your ideas and suggestions?

Objective 3:

Document Professional Development under Bridges


To find out:

  • What PD support (how much and what types) are we providing for Bridges teachers?

  • What further support do Bridges teachers need?

Some examples of what we have learned so far…

Bridges Students’ Native Languages

Some findings from your E-logs

Teaching Literacy Skills

Using the Native Language (NL) for Content Instruction

Use of English:74%

Use of NL: 26%

Using NL for content instruction

Use of Other Key Instructional Elements

“I incorporated _____ into my lessons [a lot or somewhat]”:

  • Critical thinking skills (94%)

  • Community building (91%);

  • Good academic habits (97%)

  • Experiential learning (75%);

  • The arts (63%);

  • Psychosocial, cultural student needs (66%).

  • Technology (50%),

Common Themes in Team Leader E-Logs

1. Help Needed with Classroom Management and Structure

  • Physical classroom setup

  • Across all subject classes, establishing shared:

  • norms and routines

  • expectations (non-negotiables)

  • Conducting student conferences within class

2. Hands-on Instruction

The best activities incorporated:

  • Visuals

    • Manipulatives

    • Videos

    • Art activities

    • Other experiential forms of learning

3. Interdisciplinary Planning

  • More support needed to implement interdisciplinary learning

  • Great need to focus on key vocabulary words and basic/literacy skills across all subjects

4. Role of Native Language, Culture:

  • Best activities involve students’ culture, lives, personal experiences

  • Delicate balance between native language (NL) and English instruction

  • Importance of easy access to NL resources for all – dictionaries, translators, etc.

Mid-Year Teacher Reflections

(See samples in your PD folder.)


Instructional Activities(9:50-12:50)

9:50-11:15 am: Instruction I

  • Sharing Lesson Plans

  • Clarifying Bridges Goals

  • Circle share

    11:15-11:30: Break

    11:30-12:50 pm: Instruction II

  • Modeling and practice for English language and literacy through content

Instructional Activity Goals

Instructional Activities I:

Goal: To share lesson plans and to collaborate on the Bridges vision for student outcomes.

Instructional Activities II:

Goal: To practice instructional activities that align to the Bridges student outcomes.

I. Teachers-Supporting-Teachers:Subject Groups across Schools

Break into groups:

  • Science

  • Social Studies

  • ELA

  • NLA

  • Math (with Halle)

  • Choose a recorder for your group.

Teachers-Supporting-Teachers:Sharing Lesson Plans

Each person distribute your lesson plans. (9:50-10:00)

Happy reading!

Teachers Working Together :Clarifying Bridges Outcomes in Subject Groups(10:00-10:30)

In Bridges Student Outcomes look at your Subject Page (e.g. SS) and discuss the following:

  • Which outcomes are you already working on?

  • Come to consensus on the top 5 outcomes for semester (record notes)

  • Which outcomes are missing that ARE important for Bridges? (record notes)

    (email notes to:

Teachers Working Together :Clarifying Bridges Outcomes in Interdisciplinary Teams(10:30-11:00)

In Bridges Student Outcomes, look at Interdisciplinary Outcomes.

  • Which outcomes are you already working on across your team? (Record notes)

  • What are the top 5 outcomes across your team for semester 2? (Record notes)

    3. Which interdisciplinary outcomes are missing that ARE important for Bridges? (Record notes)

    (email notes to:

Circle Share (11:00-11:15)

What were 2 essential interdisciplinary Bridges outcomes that you identified in your team to work on this coming term?

Reporter from each school group share.



Instructional Activities, part II(11:30-12:30)

Goal: To practice instructional activities that align to the Bridges student outcomes.

Activities: Practice activities for English language and literacy through Science content.

Your Role

  • Be a student in a classroom.

  • Take notes as a teacher on what you see and experience.

  • Ask questions.

Q and A (12:30-12:50)

Thank you for coming!

Before you leave, please hand in to Barbara:

  • Lesson plans

  • Teacher questionnaire

  • Session evaluation

  • Login