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Bridges

www.bridgeslearning.com

 

 

Evidence of Effectiveness:

 

McDermitt Combined School – Humboldt County School District, Nevada

 

Of those students involved in Bridges during the 1999-00 school year, who took both the October 1999 and October 2000 TerraNova examination, the total normal curve equivalent (NCE) scores improved in reading, language arts, math and science by 33.1%, as compared to the school-wide average of 9.2% gain.  There were 21 students in the Bridges group and 59 students in the overall group.

 

 

School Year

Reading

NCE Average

Language

NCE Average

Math

NCE Average

Science

NCE Average

 

1999-2000

 

21.7

 

24.1

 

27.1

 

22.5

 

2000-2001

 

34.8

 

34.8

 

39.5

 

35.0

 

 

Indiana NWEA RIT Score Analyses in Reading and Math

Comparative analysis of median NWEA Achievement Levels Test (ALT) scores for Bridges students in Indiana and the median scores in the 1999 NWEA Norming Study reveals that Bridges students out-gained their grade-level peers despite significant barriers to academic success. This 1999 NWEA Norming Study represents a general distribution of scores across all students at each grade level.

It is important to note that Bridges students represent a specific subpopulation of students who are at-risk of academic failure.  At-risk students are expected to score lower than their grade-level peers on the ALT and to lag behind their grade-level peers on gains in Reading and Math. On the contrary, results indicate Bridges students surpassed growth made by their grade-level peers in all but 5th-Grade Reading, where Bridges 5th-Graders realized gains equal to those made by their peers.

 

Grade 3 Comparisons

 

 

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

177

182

188

188

Spring RIT

192

197

198

200

Learning Growth

+15.0

+15.0

+10.0

+12.0

 

 

 

 

 

 

 

 

Grade 4 Comparisons

 

 

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

 193

195

199

199

Spring RIT

 204

205

205

208

Learning Growth

 +11.0

+10.0

+6.0

+9.0

 

Grade 5 Comparisons

 

 

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

202

208

206

207

Spring RIT

208

218

212

215

Learning Growth

+6.0

+10.0

+6.0

+8.0

 

 

Lamar Consolidated Independent School District, Rosenberg, Texas

 

The Lamar District serves 14,000 students on 22 campuses, near Houston.  In 1996-97, Bridges was implemented on eleven (11) campuses.  Student achievement data were gathered for five (5) campuses new to Bridges (3 elementary and 2 junior high), pre- and post-treatment.

 

Findings:

 

·         A 31% increase in achieving Texas Assessment of Academic Skills (TAAS) passing rates was accomplished in one year by student groups on the five (5) Bridges campuses, compared to Texas Statewide norms. 

·         A 54% increase in achieving TAAS passing rates was accomplished in one year by student groups on the five (5) Bridges campuses compared to Lamar Districtwide norms.

·         70% and 60% increases in achieving 1997 TAAS passing rates were accomplished in one year on five Bridges campuses by ten (10) student groups.  These groups were examined because 0% (0 of 10) achieved 1996 TAAS passing rates that equaled or exceeded either Texas Statewide or Lamar Districtwide norms.

 

Program Description:

 

Bridges is the implementation of the Structure of Intellect (SOI) Model School, an educational service that raises students= grades in school by making them better learners.  The Program is founded on thirty (30) years of implementing SOI materials and methods developed by Dr. Mary and Robert Meeker, and is based on the early work of Dr. J.P. Guilford.  The Program builds attention, memory, and other learning abilities essential to better reading, spelling, mathematics, and other basic skills.  Unlike tutoring processes and video or software, the Program enhances the core intelligence of the student, and prepares them to learn.  Because the Program measurably improves general academic performance, the mind=s ability to focus, and overall intellectual competence in school, it reduces referrals to Special Education, developmental instruction, disciplinary action, etc. 

 

 

Bridges Learning Development is a lab-based intervention to improve the 26 cognitive abilities and 11 perceptual skills essential to classroom learning. Up to 20% of students in a subscribing school may be referred to Bridges for assessment of these critical cognitive and perceptual abilities.  Based on assessment results, an individualized plan of scientifically designed activities is designed for each student, to stimulate cognitive and perceptual growth. Students referred to Bridges spend 30-40 minutes twice a week working thru their individualized plans.  The duration of a student’s experience in the lab varies per student because his/her plan is individualized; the range is typically five to nine months.

 

Bridges Learning Discovery is an in-classroom curriculum serving all students in successive combinations of Pre-K, Kindergarten, 1st Grade and 2nd Grade with age/grade appropriate scientifically designed materials and activities that systematically develop and strengthen essential cognitive and perceptual abilities up to levels that are expected by teachers.

 

Correlation to Nevada State Standards

 

Currently being completed.

 

Teacher Support:

 

A required, five-day “Basic Bridges” training course is provided for the individual designated by the school as the Bridges Specialist.  Topics covered include the theory and practice of SOI assessments and interpretation, and the Integrated Practice Protocol (IPP) activities undertaken in the Learning Center.  This course is conducted at regional locations on a frequent schedule and which considers the time and travel of proximate subscribing schools. 

 

Additionally, a required five-day “Practicing Bridges” course is provided for the Bridges Specialist and the paraprofessional.  Topics covered include the hands-on supervision of Learning Remediation activities in the Learning Center.   

 

A Curriculum Consultant or Inservice Trainer conducts an onsite review during the year, generally between two and four months after start-up commencement for first year subscribers, and near the mid-year point for continuing subscribers.  A year-end summary of Program results based on data provided by the school, the onsite review, and Support Center records is provided.

 

Toll-free telephone support is available from the Bridges Support Center year-round between 9am ET and 5pm PT (1-888-345-1401).

 

Required School Commitment:

 

·         100% of the faculty must support the Program.  This commitment must be formal and communicated to Bridges prior to classroom implementation of program materials.

 

·         The subscribing school must commit a full-time individual to be responsible for overall Program supervision and operation.

 

·         The subscribing school must provide a dedicated, classroom sized space for the Learning Center that can be screened from any outside distractions or traffic during use if not, physically isolated.

 

 

 

Equipment Requirements:

 

·         A Macintosh computer less than two years old or a PC with Windows 95, 98, 2000 or XP Operating System.

·         Laser Printer.

·         Telephone enabled to make calls to 800 and 888 area codes and local calls, and installed in the Learning Center prior to Program commencement.

·         Two wooden planks, each measuring 1"x4"x96.@

·         Two 60-minute timers.

 

Costs:

 

Bridges Learning Development

Costs per School Year

 

2002-03

2003 +

Student Materials (per student served)

$ 71

$ 71

Staff Development, Tech & IP License

$24,766

0

 

 

Bridges Learning Discovery

Costs per School Year

 

2002-03

2003 +

Student Materials per student

$ 22

$ 22

Staff Development, Tech & IP License

 

 

   Training & setup-1st classroom

$ 10,800

$ 0

   Each additional classroom

$1,600

$ 0

   Each additional facilitator

$ 800

$ 0

 

For Information Contact:

 

Alan Hooper, Regional Sales Director                    Steve Cram, Marketing

1739 Janella Way                                               5123 Virginia Way

Sandy, Utah 84093                                             Suite B21

Phone:  (801) 944-9043                                      Brentwood, TN 37027

E-mail:  ahooper@bridges.com

 

Current Location in Nevada:

 

Clark County School District                                          

Fremont Middle School                            Von Tobel Middle School

1100 E. St. Louis                                     2436 N. Pecos

Las Vegas, NV 89104                              Las Vegas, NV 89115

Contact:  Russ Ramirez                            Contact:  Kelly Sturdy

Phone:  (702) 799-5558                            (702) 799-7280

 

 

 

 

Humboldt County School District             

McDermitt Combined School                   

P.O. Box 98                                           

McDermitt, NV 89421                            

Contact:  John Moddrell                          

Phone:  (775) 532-8761                           


 

Mineral County School District

Schurz Elementary

P.O. Box 70

Schurz, NV 89427

Contact:  Joel Hodes

Phone:  (775) 773-2323

 

Nye County School District

Manse Elementary

1020 E. Wilson

Pahrump, NV 89048

Contact: Dale Norton, Principal

Phone: (775) 727-5252

 

Pershing County School District

Imlay Elementary

P.O. Box 86

Imlay, NV 89418

Contact:  James Rowe

Phone:  (775) 538-7360

 

Washoe County School District

Nevada Leadership Academy Charter

1327 Pyramid Way

Sparks, NV 89431

Contact:  Francis Marsala

Phone:  (775) 358-6033