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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.

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Bridges to academic success

Bridges to Academic Success

January 30, 2012

Professional Development Meeting

The CUNY Graduate Center

Welcome and please do now
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
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?)


Objective 1:

Document the Bridges Program and its Curriculum


To find out
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.

How can we document bridges and its curriculum
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


T o find out
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?

How can we assess the academic growth of bridges students
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


T o find out1
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 w hat we have learned so far
Some examples of what we have learned so far…

Bridges students native languages
Bridges Students’ Native Languages

Teaching literacy skills
Teaching Literacy Skills

Using the native language nl for c ontent i nstruction
Using the Native Language (NL) for Content Instruction

Use of English: 74%

Use of NL: 26%

Use of other key instructional elements
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%),

1 help needed with classroom management and structure
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
2. Hands-on Instruction

The best activities incorporated:

  • Visuals

    • Manipulatives

    • Videos

    • Art activities

    • Other experiential forms of learning

3 interdisciplinary planning
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
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
Mid-Year Teacher Reflections

(See samples in your PD folder.)


Instructional activities 9 50 12 50
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 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
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
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
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: [email protected])

Teachers working together clarifying bridges outcomes in interdisciplinary teams 10 30 11 00
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: [email protected])

Circle share 11 00 11 15
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
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
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
Q and A (12:30-12:50)

Thank you for coming
Thank you for coming!

Before you leave, please hand in to Barbara:

  • Lesson plans

  • Teacher questionnaire

  • Session evaluation