Math ELA Science Social Studies

Language and Literacy Class Work on the “Language and Literacy Curriculum” is scheduled to be completed by September 2014 Designed for 0-2nd grade home language literacy Students reading above 2nd grade home language literacy are recommended to attend a home language class (if available) At the program level, schools should plan for a literacy specialist to teach this class This 5th class would be integrated as an intervention class

Home Language Language + Literacy 5th class Math ELA Social Science Studies

P.E. / Dance Music Drama Art Home Language Language + Literacy 5th class Math ELA Science Social Studies

Advisory Service Learning Music 5th class Drama HL L+L Art P.E./ Dance ELA SS S 5th class

Team Leading Music Advisory Service Learning Drama HL Art P.E./ Dance L+L Art M S SS ELA P.E./ Dance

The Team Leading Spectrum 2 3 4 5 6 7 8 Minimum Hours /week (including team meeting)

Tiers of Team Leading Hours/ week* Scope of Work (in priority of order) 2 Facilitate team meeting, prep + follow up 3 Coordinate HL support across classes 4 Coordinate tight student feedback loop; foster interdisciplinary cohesion + connect to all classes 5 Interface & follow up on counseling/ parent outreach/ socio-cultural support 6 Manage progress & outcomes overview, assessments and data 7 Help teachers coordinate project presentations/ student work exhibits/ field trips/ community building activities *Excluding beginning of year (intake/assessment time and ordering of materials)

Parent Coordination + Community Outreach Social Work + Health Counseling Services Language Support Team Leading Advisory Service Learning Drama HL Music L+L Art M S SS ELA P.E./ Dance

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

Parent Coordination + Community Outreach Social Work + Health Programmatic PD Counseling Services Language Support Service Learning Team Leading Advisory Drama HL L+L Art M E Music S SS PE/Dance

Parent Coordination + Community Outreach Social Work + Health Programmatic PD Counseling Services Language Support Service Learning Team Leading Advisory Drama HL L+L Art M E Music S SS PE/Dance Instructional + Curriculum PD

Parent Coordination + Community Outreach Your school’s administration Social Work + Health Programmatic PD Counseling Services Language Support Service Learning Team Leading Advisory Drama HL L+L Art M E Music S SS PE/Dance Instructional + Curriculum PD

Parent Coordination + Community Outreach Your school’s administration Social Work + Health Programmatic PD Counseling Services Language Support Service Learning Team Leading Advisory Drama HL L+L Art Students’ next year’s teachers M E Music S SS PE/Dance Instructional + Curriculum PD

Parent Coordination + Community Outreach Your school’s administration Social Work + Health Programmatic PD Counseling Services Language Support Service Learning Team Leading Advisory Drama HL L+L Art Students’ next year’s teachers M E Music S SS PE/Dance Instructional + Curriculum PD Your school’s other resources

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 YOU Your 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 iPad 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 Opportunities to enhance computer skills

Sample Schedule: 1

Sample Schedule: 2

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Sample Schedule: 4

What should we call this class? Class I ? The Bridges Class ? Super SIFE Class ?

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?