BRIDGE-RI

Students across grades and content areas struggle to comprehend text at their grade level due to a variety of reasons that may include a language-based learning difference, a weakness in one or more subskills of reading or writing, or an insufficient amount of explicit, systematic instruction. This course will provide an overview of the decades of research articulating how proficient reading develops and the instructional approaches necessary to support this process. Participants will deepen their understanding of the theoretical frameworks of reading, break down the subskills of reading as they relate to decoding and language comprehension, and learn about a variety of student learning profiles that affect literacy development.

Course Content Developers: Laura Hauerwas, Kari Kurto, Nichole Pugliese, Julia Salamone, Marcy Zipke

Course 2 of the Science of Reading and Structured Literacy Awareness courses will explain the subskills of word recognition that must be explicitly taught and practiced to develop the neural processes needed for skilled reading. Participants will learn more about phonemic awareness and phonics, the strong correlation between spelling and reading, and will develop a knowledge of morphology and its role in understanding the spelling and meaning of words in the English language. This course will also provide guidance and resources to support educators across grade levels and content areas. 

This course requires an enrollment key which is provided upon successful completion of Course 1: Building a Statewide Awareness of The Science of Reading and Structured Literacy in the "Wrap Up" section. 

Prerequisite

• Course 1: Building a Statewide Awareness of The Science of Reading and Structured Literacy

Course Content Developers: Laura Hauerwas, Kari Kurto, Marcy Zipke

Understanding the meaning of complex texts is an intricate process that is challenging for many students. This third course in the The Science of Reading and Structured Literacy series will provide an overview of the complexity of comprehension and will detail how reading research can inform our instructional decisions to support language comprehension. Participants will learn of the integral role that background knowledge and vocabulary plays in comprehension. Useful resources will be shared to support building knowledge across grade levels and content areas as well as guidance and materials to increase the depth and breadth of student vocabulary through explicit instruction, teacher talk, and morphological awareness.  

This course requires an enrollment key which is provided upon successful completion of Course 2: Decoding and Encoding: Phonemic Awareness, Phonics, and Morphology in the "Wrap Up" section. 

Prerequisites

• Course 1: Building a Statewide Awareness of The Science of Reading and Structured Literacy
• Course 2: Decoding and Encoding: Phonemic Awareness, Phonics, and Morphology

Course Content Developers: Kari Kurto, Julia Salamone

It is the goal for all students to graduate proficient in reading and writing, yet many still write using simple sentences and are challenged to comprehend grade-level text.  Teaching students how to develop literacy skills in your setting may feel overwhelming considering how much new content needs to be taught each year.  However, even a small amount of explicit instruction in sentence structure, or syntax, and text structures, embedded in a variety of settings has the potential to increase literacy outcomes that will support acquisition of content knowledge. This course will provide an overview of the reciprocal relationship between the ability to understand and write using increasingly complex words, phrases, clauses, sentences, and texts, and student ability to comprehend complex texts. Participants will deepen their understanding of grammar, sentence structure, and text structures, and will learn methods of using writing to improve reading comprehension. Additionally, participants will be given tools to support all students, including students who struggle with these elements, in any grades or settings. 

This course requires an enrollment key which is provided upon successful completion of Course 3: Supporting Language Comprehension: Vocabulary, Morphology, and Background Knowledge in the "Wrap Up" section. 

Prerequisites

• Course 1: Building a Statewide Awareness of The Science of Reading and Structured Literacy
  
• Course 2: Decoding and Encoding: Phonemic Awareness, Phonics, and Morphology
  
• Course 3: Supporting Language Comprehension: Vocabulary, Morphology, and Background Knowledge

Course Content Developers: Julia Salamone, Kari Kurto, Dawn Carusi

In the final course of the Science of Reading and Structured Literacy Awareness series, participants will both zoom out to develop an understanding of how to implement Structured Literacy practices within Multi-Tiered System of Supports (MTSS), as well as zoom in to see how explicit and systematic instruction can support students and teachers when encountering challenging classroom scenarios. Participants will also engage in an interactive review of essential components from prior courses. Course 5 also offers an overview of the role of fluency in reading comprehension and offers helpful resources to integrate assistive and instructional technologies to ensure all learners are able to access grade-level content.

This course requires an enrollment key which is provided upon successful completion of Course 4: The Reading and Writing Connection: Syntax and Text Structures in the "Wrap Up" section. 

Prerequisites:

• Course 1: Building a Statewide Awareness of The Science of Reading and Structured Literacy
  
• Course 2: Decoding and Encoding: Phonemic Awareness, Phonics, and Morphology
  
• Course 3: Supporting Language Comprehension: Vocabulary, Morphology, and Background Knowledge
  
• Course 4: The Reading and Writing Connection: Syntax and Text Structures
  

Course Content Developers: Laura Hauerwas, Kari Kurto, Marcy Zipke

Much of the work of MTSS and school improvement is done by teams and during meetings.  Healthy functioning teams get more accomplished with fewer frustrations and setbacks.  This course will guide team members and leaders through the important considerations and tasks to develop a strong team and hold effective meetings.   Updated from the original version of this course, we have streamlined activities for improved navigation, kept the tools and activities that served participants most, removed those that were not helpful, and added content regarding family engagement.

Participants will be able to:

• assemble effective teams
• establish team operating procedures to maximize engagement and outcomes
• develop team communication plans

Participating in any course on BRIDGE-RI, the home of MTSS RI, presumes a foundational understanding of multi-tiered system of supports (MTSS); therefore, it is recommended that all participants begin with this course as a prerequisite to establish common language and conceptual understanding of the framework.

At the conclusion of this course, participants will be able to:

• Explain the preventative ‘why’ behind an MTSS approach to school improvement

• Define MTSS and its components

• Understand how a data-based, problem solving culture is integral to the framework

• Reflect on how building a tiered model should be informed by Implementation Science

Empty headingThis course is not yet open for enrollment. Check back later this fall.

This community of practice will bring together professional learning and technical assistance providers across our state to explore the nuances of supporting MTSS implementation is schools and districts.

The community aims to: 

• Develop common understanding of MTSS and its connection to our work to better serve schools/districts

• Form relationships and foster collaboration between provider organizations

• Explore and share best practices related to supporting schools/districts/educators in their work to improve outcomes for students

• Explore ways in which professional learning providers can better meet the needs of RI educators

Enrollment in this offering is closed.

This course is part of a three-part course series and serves as a tool to support school leaders in understanding the why and how around the school improvement process.  By the end of the Course 3, participants will be able to effectively engage their School Improvement Team in the facilitation of the school improvement process to develop a school improvement plan that meets the requirements of the Education Accountability Act (EAA).  Participants will also be able to effectively implement and monitor plans designed to improve the efficacy of teaching and learning in their individual schools.  We recommend this course to anyone who is leading the school improvement process.  Tools will be provided to participants to utilize with the School Improvement Team (SIT) members.  Topics will be presented sequentially in the order that a School Improvement Plan (SIP) would be built in the course of an academic year.  

Upon Completion of Course 1 participants will be able to:

• Identify the required expectations as defined in the Education Accountability Act (EAA). 

• Define each of the components of the cycle of continuous improvement.

• Develop a school improvement calendar for your School Improvement Team (SIT).

• Identify requirements for SIT composition as it relates to EAA.

• Explain differences between inclusion and representation.

• Describe structures for effective teaming as it relates to EAA.

This course is the second in a three-course series developed to support school leaders in designing, facilitating, and engaging school improvement teams (SIT) in the school improvement planning process. The course was developed at RIDE by Michael Mancieri, Andrew Milligan, Amanda Turcotte, Trish Pora, Dr. Melanie Gonzalez, and Dr. Deb Dibiase, through the Office of School and District Improvement (OSDI), in partnership with BRIDGE-RI. It serves as a tool to support school leaders and SIT members in understanding the why and how of the school improvement process. Participants are automatically enrolled in this course upon successfully completing RIDE: School Improvement Process Course 1.

By the end of Course 2, participants will be able to:

• Write an effective, comprehensive Needs Assessment

• Determine Priorities for School Improvement

• Conduct a Root Cause Analysis

• Write effective SMART+E goals

This course is the final in a three-course series developed to support school leaders in designing, facilitating, and engaging school improvement teams (SIT) in the school improvement planning process. The course was developed at RIDE by Michael Mancieri, Andrew Milligan, and Amanda Turcotte, through the Office of School and District Improvement (OSDI), in partnership with BRIDGE-RI. The course serves as a tool to support school leaders and SIT members in understanding the why and how of the school improvement process. Participants are automatically enrolled in this course upon successfully completing RIDE: School Improvement Process Courses 1 & 2.

By the end of Course 3, participants will be able to:

• Identify and select high-quality, evidence-based initiatives to support the implementation of School Improvement SMART+E goals.

• Equitably allocate resources required to support School Improvement Initiatives

• Write logical action steps to ensure the implementation of School Improvement Initiatives

• Develop a plan for monitoring progress towards the achievement of SMART+E goals

The Rhode Island Department of Education (RIDE) is pleased to establish a Cadre of Coaches, composed of representatives from Local Education Agencies (LEAs) across the state. This Cadre will be tasked with effectively supporting school teams working to implement evidence-based literacy instruction through the implementation of a Multi-Tiered System of Supports (MTSS). Members will provide systems-level coaching to school and district teams working to maximize student literacy outcomes for students at risk for, or identified with disabilities. Funding for this exciting initiative is made possible through the State Personnel Development Grant (SPDG) offered by the United States Department of Education (USDOE), Office of Special Education Programs (OSEP). 

Think about how you learned math… and the ways that you teach math to young learners. How can you help set up your students for future success in mathematics starting in the early grades? Children are interested in math well before they start school – they notice basic shapes, construct simple patterns, and learn to count. Early numeracy serves as the gatekeeper for higher level mathematics. Using evidence-based practices to capitalize on children’s natural interest in math can help build the foundation for future mathematics success. In this course, you will learn about developmental progression of math skills and concepts, evidence-based strategies for teaching math to young children (and how to implement them!), and how to support students with mathematics difficulties.

By the end of this course, learners will: 

• Understand developmental math progressions and how they impact the teaching of mathematics to young learners.
• Increase capacity for supporting young learners with math difficulties. 
• Design learning activities that implement evidence-based practices for early numeracy into daily classroom routines and lessons.

At some point in your career–whether you are new to teaching, a veteran, or switching roles–it’s likely that you will be asked (or told…) to co-teach. It’s also likely that you will receive little to no training on how to effectively collaborate with another educator to best meet your students’ needs. Well, that’s about to change! This course is the first in a series on BRIDGE-RI to support co-teaching implementation. This course provides the foundation for the full series and will present the legal, ethical, and research foundations for co-teaching, along with a high-level overview of the co-teaching models. 

Now more than ever our students are arriving with varied strengths and needs.  Universal Design for Learning (UDL) is the way to ensure we support ALL of our students. This course is designed to help you start your journey towards understanding what UDL is, why it is important, and how to approach planning with UDL to ensure every student, regardless of variability, can access the content and engage in meaningful learning. The content in this course is organized around 4 sections:

Math Peer Assisted Learning Strategies (PALS): Methods for Grades 2-6 was designed for use with students in the elementary grades 2-6 and supports students development and mastery of key calculation concepts and applications representing the curriculum from grades 2-6. In PALS Math students work together to learn key concepts and procedures.  Designed to supplement your regular classroom instruction, it will give your students a chance to practice what they are learning with a different look, different questions and novel problems. This course will cover the skills of computation for addition, subtraction, multiplication and division in addition to key concepts and applications across grades 2-6, including area and perimeter, fractions, money, and ratios and probability and many more.  Repeated scientific evaluations of  PALS Math indicate that high-achieving, average-achieving and low-achieving students, as well as students with disabilities, make progress in a PALS classroom more than non-PALS classrooms. NOTE: To implement, participants must have a PALS Math program materials, so the course will prompt that process.

Have you ever wondered why some students require more specific instruction than others in the language of mathematics? Or how educators can support student development of vocabulary around mathematical concepts? This course will provide easy to implement practices you can do tomorrow.

Learning Objectives:

• Learn about the language of mathematics and the importance of vocabulary
• Understand the challenges of word problems
• Discover instructional practices to support language and vocabulary development

In this course, you will learn about a research-based math strategy you can implement in your classroom to boost students’ mental math skills and develop their flexibility, accuracy and efficiency when solving math problems. This course will introduce you to the major components of a number talk and suggest ways of using number talks in your classroom, including as a formative assessment method so you start integrating this powerful strategy in your teaching practice today. 

Course Objectives:

• Describe how number talks promote student understanding of mathematics
• Identify the major components of a number talk
• Plan for supports needed for struggling students
• Identify ways you can use number talks for formative assessment
• Apply the number talks strategy in your classroom

How can you help all your students succeed in mathematics? Learn about how to integrate the content and practice standards in your instruction to support mathematical rigor and encourage all students to see themselves as math learners.

• Learn about the key shifts in the mathematics standards to emphasize coherence, focus and rigor in math instruction.
• Define what is meant by “rigor” in a mathematics classroom.
• Explore the importance of a growth mindset.
• Gain an understanding of the content and practice standards and how they interact across grade levels.

This course is Part 1 of a two-part series and is designed to establish foundational understanding before moving into Part 2, where participants will dive more deeply into strategies to utilize with learners. Upon completion of all Part 1 course requirements, participants will receive an enrollment key which will allow access to the second course-Core Instruction in the Mathematics Classroom (Part 2): Advanced-Facilitating Deep Mathematical Understanding.

Like what you learned in Core Instruction in the Mathematics Classroom (Part 1): Foundations, but still ask, “What strategies can I use in my classroom to facilitate deep mathematical understanding?” This three-hour course is the second course in a two-part series that builds on the elements learned by diving deeply into the topics introduced in the previous course. You will learn about specific strategies and reflect on specific actions you can take in your classroom to plan instruction for standards alignment and mathematical rigor. 

Who should take this course? This course expands on Core Instruction in the Mathematics Classroom (Part 1): Foundations. Take this course if you are interested in more in-depth learning on strategies for improving core mathematics instruction.  

• Build on your learning from the first course with strategies you can implement in your math classroom to achieve rigor
• Learn how you can use the domain progressions in planning your mathematics instruction
• Explore how the standards for mathematical practice translate to teacher and student actions in the classroom and the strategies you can use to implement the standards
• Practice using the domains and standards to plan mathematics instruction that considers how students progress across grade levels

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Core Instruction in the Mathematics Classroom (Part 1): Foundations is a prerequisite to this course. Once you enroll in that course and complete all required activities, you will unlock the enrollment key which allows you to enroll in this course. Copy and paste the enrollment key when prompted to enroll in this course. If you have any challenges with this process, please contact Michele Walden-Doppke.