1. Math
ELA
Science
Social
Studies

3. 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

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

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

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

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

8. The Team Leading Spectrum2 3 4 5 6 7 8
Minimum
Hours /week
(including team meeting)

9. 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)

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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 ( )
On-site coaching and more PD sessions during implementation year ( )

18. 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

19. Sample Schedule: 1

20. Sample Schedule: 2

21. Sample Schedule: 3

22. Sample Schedule: 4

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

24. 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?