NSDC Standards

Learning Bridges Addresses the Standard

Learning Communities:  Staff development that improves the learning of all students organizes adults into learning communities whose goals are aligned with those of the school and district.

Teacher engaged in the Learning Bridges System participate in two (2) Professional Learning Communities whose focus is to improve learning: 

1.  The ONLINE Learning Community with which they collaborate with others learning the same content through the Conference Center and with email.

2.  The ONSITE Professional Learning Community established in their schools to transfer the content knowledge and skill to their school settings, school improvement plans, and within their particular delivery model.

Leadership:  Staff development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement.

Learning Bridges provides administrators, mentors, and coaches with Accelerated Courses – condensed, independently completed content to learn the critical attributes of instructional interventions that are the focus of the teachers they lead and support.  Administrative reports provide (1) data for measuring change in teacher proficiency on instructional interventions that are aligned with the school improvement goals that are the target of improvement, (2) data for making decisions on which interventions and professional development will make the most difference in learning of targeted improvement goals, and (3) progress reports while learning is occurring so support can be given.

Resources:  Staff development that improves the learning of all students requires resources to support adult learning and collaboration.

The Learning Bridges System requires that teachers be provided with the resources needed to support adult learning.  The Conference Center in each class provides a tool for collaboration, and participation is required.  Each course also provides additional resources (both materials and web resources) for additional learning.

Data-driven:  Staff development that improves the learning of all students uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.

The Learning Bridges System allows teachers and principals a number of tools to make data-driven decisions:

1)  The Synthesis System allows educators to identify the research-based strategies/instructional interventions that will make the MOST difference in student achievement based on the areas of low performance on the State Test or District Assessments. 

2)  The Strategy Assessment System measures the proficiency of teachers on effective, research-based strategies/instructional interventions aligned to the State Standards to determine where to focus professional development.  Reports are provided for teachers (confidentially), and Composite Reports are available by School and for the District.  Changes in teacher proficiency can be measured over time.

3)  Instructional Strategy Implementation is an instrument that can measure the implementation of the newly learned instructional strategy in the classroom.  Co-developed by Learning Bridges and McREL (Mid-continent Research on Education and Learning), it can be administered online or in paper form.  Reports provide data by strategy and by content area (e.g., reading, writing, mathematics).

4)  Instructional Context is an instrument to measure the context for teacher learning.  Co-developed by Learning Bridges and McREL, it can be administered online or in paper form.  Reports provide data to inform decisions on creating an atmosphere conducive to learning for adult learners.

5) The Composite Reports for the Strategy Assessment System and the NEW Teacher Assessment System.  Data is available at the school and District level on the present level of proficiency with instruction aligned to standards.

Evaluation:  Staff development that improves the learning of all students uses multiple sources of information to guide improvement and demonstrate its impact.

McREL conducted a six-year research project to measure the impact on learning of the Learning Bridges System.  We have just completed Phase I of the study.  Results (2008) prove:

1 – Learning Bridges makes a significant difference in teacher knowledge and skills

2 – Learning Bridges makes a significant difference in pedagogy IN THE CLASSROOM

3 – Schools participating in the Learning Bridges System experience gains in academic achievement above and beyond what would be expected compared to control schools.

Phase II is underway to measure the gains in achievement that result from the increase in teacher knowledge and skill obtained from the Learning Bridges Online Professional Development System for all students K – 12 in Language Arts and Mathematics, and disaggregated for students of color, students from poverty, and students who speak a language other than English.

A Pilot Study was conducted by McREL in Minneapolis Public Schools resulting in the percentage of students scoring in Level 1 (significantly below grade level) of the MCAs (Minnesota Comprehensive Assessment) being REDUCED BY ONE-HALF in both grades 3 and 5 in the area of focus – reading.  The percentage of students scoring in Level 2 and 3 (at or near grade level) DOUBLED. 

Schools in the PILOT involved these demographics:

100% free or reduced lunch

Title I SCHOOLS

85% or more minority students

30 – 48% English language learners

Evaluation tools available to the schools and districts are:

1.  Strategy Assessment System

2.  NEW Teacher Basic Skills Assessment System

3.  Instructional Strategy Implementation in the Classroom

4.  Context for Professional Development

Research-based:  Staff development that improves the learning of all students prepares educators to apply research to decision making.

The Aligned Instructional Database identifies the research-based strategies aligned to the State Standards in rank order of their power to impact learning based on the Effect Size from the research from which they were drawn.  An ES of .40 or higher was required for inclusion in the database. 

Staff development on the research-based instructional strategies aligned to State Standards impacts on academic achievement.  The impact on learning from the research will be maintained because of the alignment process utilized.

The online courses available utilize research and best practice on how adult learners best acquire the knowledge and skills necessary to impact student performance.  They are performance based – educators need to demonstrate that they can use the strategy in the classroom with students.

Designs and Strategies:  Staff development that improves the learning of all students uses learning strategies appropriate to the intended goal

The Aligned Instructional Database assures that educators know which teaching practices will make the most difference in learning for each State Standard in Language Arts and Mathematics K - 12.  The online courses contain ways to differentiate instruction (Lesson 5) and the modifications to close the gap in achievement so that ALL learners can be successful.  The Learning Bridges System provides the tools to improve academic achievement of the State Standards through effective, research-based instruction…the most powerful predictor of learning that exists.

Learning:  Staff development that improves the learning of all students applies knowledge about human learning and change.

The online courses contain lessons on how the learning occurs with instructional strategies in Lesson 4 (Connections to Brain Research).  Additionally, the modifications to close the achievement gaps are included for children of color, children living in poverty, and for students who are still learning English.  Culturally proficient instruction results.

Collaboration Skills:  Staff development that improves the learning of all students provides educators with the knowledge and skills to collaborate.

Teachers are required to collaborate with their ONLINE Learning Community within the courses themselves.  Teachers also collaborate with each other to share their knowledge and skills in the ONSITE Professional Learning Communities as they support each other to improve student learning.

Equity:  Staff development that improves the learning of all students prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environments, and hold high expectations for their academic achievement.

Embedded into each course are the modifications needed to close the gap in achievement for diverse learners – the Urban Learner Framework so that ALL students can be successful. 

Additionally, within the NEW Teacher Course of Study are specific courses on diverse learners, working with special populations of students, motivating students, and classroom management and discipline.  EDCI 604 Differentiated Instruction allows teachers to learn how to differentiate content, process, and product for the full continuum of learners from gifted to special education.

Learning Bridges also offer four (4) special courses by which teachers can receive a Culturally Proficient Teaching Certificate, designed to build the capacity in teachers to meet the needs of ALL of their students, hold high expectations for building resilience, and creating an environment that is culturally responsive.

Quality Teaching:  Staff development that improves the learning of all students deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.

The Learning Bridges System tools – drawn from the Aligned Instructional Database - provide teachers with the MOST effective, research-based instructional strategies for each of the State Standards. 

The Online Professional Development System provides an opportunity to learn those on which proficiency is at the novice level based on their confidential assessment of teaching proficiency.

Classroom assessment is also one of the NEW Teacher Basic Skills Course – Classroom Assessment and Data Analysis, where teachers can learn when and how to create and use various types of assessments appropriate to the content knowledge they are teaching.

Family Involvement:  Staff development that improves the learning of all students provides educators with knowledge and skills to involve families and other stakeholders appropriately.

The Learning Bridges NEW Teacher course – Teacher Support:  The Profession includes learning on how to involve families, communities, and other support resources to assure that students are successful.

The Parent Activities Report provides activities for parents to do at home in support of their child’s learning of the State Standards.  It is available for parents of students in grades K – 8, all  Language Arts and Math Standards, and in English and Spanish.

Staff development that improves the learning of all students

Essential Elements

Learning Bridges System addresses

Organizes adults into learning communities whose goals are aligned with those of the district and school

Shared vision and goals

Expectation for collaboration

Learning time

Two Professional Learning Communities exist with the Learning Bridges System:  one ONLINE and one ONSITE…both are focused on improving student learning.  The focus of the learning community is student learning.  Collaboration is provided among teachers in both formats of learning communities.  Teachers schedule the ONSITE learning time in their Professional Learning Communities together with building colleagues focused on the same goals, usually from the School Improvement Plan.  ONLINE Learning Communities provide an opportunity to participate 24/7 with asynchronous discussions, email, and virtual tools available. 

Requires skillful school and district leaders who guide continuous instructional improvement

Role of leaders

Distributed leadership

Policies and structures

The Accelerated Courses provide administrators, mentors, coaches, and lead teachers with the knowledge and skills required to support instructional improvement with their teachers.  Administrative reports provide data for decision-making as needed throughout the year to guide instructional improvement.

Requires resources to support adult learning and collaboration

Financial and other support

Time

Access to learning opportunities

Assistance is provided to teachers and administrators in how to find time for learning, how to integrate existing tasks, how to prioritize tasks, and how to reward and celebrate learning by educators…how to create a learning community.  The McREL Context Survey measures the context variables necessary for teachers to learn.

E-Learning Infrastructure Requirements

Learning Bridges addresses…

Hardware

Learning Bridges is Platform Independent and a PC or MAC can be used. Windows 98, Windows Me, Windows NT 4.0 with Service Pack 6a (SP6a) and higher, Windows 2000, Vista, or Windows XP.  MAC OS 8.1, 9.2, X is required.

Software

The Online Professional System is set up to AUTOMATICALLY check your computer for the required components, to download and install any that are needed.

Quick Time, Shockwave, Adobe Acrobat Reader will automatically download.  Microsoft Office 2000 or higher or Appleworks 6.0 are required.

The Learning Bridges System is an ASP system, located as a pass-through link on the District’s server.  Teachers can access the Learning Bridges System tools from either home or at school through the District’s server.

High-speed connectivity

Learning Bridges courses will run efficiently on a 56K modem with a dial up access.  High speed DSL, cable, or high speed wireless will improve speed.

Regular maintenance

Learning Bridges conducts regular maintenance to its online network systems and runs frequent tests to assure proper load balancing based on usage.

Planned upgrades

We review new hardware that is available on a regular basis to determine if upgrades in current equipment are necessary.  Course content needs to be upgraded on a regular basis.

Specially prepared faculty

Technology/Support/Trainer of Trainers/Online Instructors/Authors – all of these require special preparation, certified training, and support.  Learning Bridges has developed certified trainers and training materials for all of these positions.

Appropriate participant-instructor ratio

The ratio of instructor to educators is 1:20 in every Learning Bridges course.

Staff development that improves the learning of all students

Essential Elements

Learning Bridges addresses….

Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement

Data disaggregation

Need analysis

Continuous Improvement

The Synthesis System links the student performance goals with research-based instructional strategies that will make the MOST difference in learning on those student achievement goals.  The Strategy Assessment System will identify the focus of professional development based on an assessment of proficiency on those strategies.  The Online Professional Development System, supported by both ONLINE and ONSITE Learning Communities provide an opportunity to build capacity in teachers to improve student achievement through instruction.  The Evaluation Surveys measure the progress and impact of the system on learning as well as test data.

Uses multiple sources of information to guide the improvement and demonstrate its impact

Evaluation design

Learner evaluation

Student results

Evaluation is accomplished at many levels:

1.  Teacher proficiency on research-based instructional strategies as assessed by the Strategy Assessment System (or on the NEW Teacher Basic Skills Assessment System)

2.  Assessment Tasks within courses to demonstrate both declarative and procedural knowledge of the course.  The final evaluation is based on a rubric.  Tests are incorporated into the courses as well.

3.  Assessment surveys of the implementation of research-based instruction in the classroom

4.  Assessment surveys of the context variables that impact on learning.

5.  Measures of the percentage of educators trained on the components that impact student performance.

6. Formal research studies conducted by major research laboratories, e.g., McREL (Mid-continent Research on Education and Learning.)

Prepares educators to apply research to decision making

Access to research

Application of research

Action research

The Teacher Practices Guide provides a comprehensive bibliography on the research underpinning its alignment to State Standards.  Each Online Professional Development course provides a complete bibliography and web links to additional resources and research.  Research is provided in every course including its application in the classroom required in Lesson 7.

Uses learning strategies appropriate to the intended goal

Delivery options

Learning strategies

Follow-up support

Learning Bridges has the ONLY alignment of research-based instructional strategies to the State Standards (patent pending).  The alignment is based on the type of knowledge in the  Standard and the type of brain processing required for the students to learn it.  The alignment process assures that the Effect Size of the strategy (from research) will be maintained when used appropriately in the classroom.

Delivery options are provided within the course, along with sample lesson plans.  Students can keep the lesson plans of all of their ONLINE learning community colleagues in the course.

Ongoing support is provided to teachers in their ONSITE Professional Learning Communities and by principals engaged in Accelerated Courses to support instructional interventions aligned with School Improvement Goals.

Applies knowledge about human learning and change.

Supporting change

Adult learning needs

Educators’ professional goals

Teachers are allowed to learn the strategies that they individually need, along with others who have the same learning needs.  It allows them to customize their Professional Development goals to meet both THEIR needs (based on their confidential Strategy Assessment Report) AND the professional development goals of the School Improvement Plan (based on the Synthesis Results) that focus on improving student learning as measured by State and District Assessments.

Provides educators with the knowledge and skills to collaborate

Collaborative climate

Interactivity

Group development

Both the ONSITE and the ONLINE Learning Communities provide opportunities for collaboration and group development. 

Staff development that improves the learning of all students

Essential Elements

Learning Bridges addresses…

prepares educators to understand and appreciate all students, create safe, orderly, and supportive learning environment, and hold high expectations for their academic achievement.

Demonstrating respect and understanding

Student learning needs

High expectations for all students

Embedded into every course are the modifications to close the gap in achievement for diverse learners based on the Urban Learner Framework.  They build resilience, address cultural, linguistic, and economic differences that impact on learning, build on the assets that student bring (as opposed to deficits) and teach how to motivate students while holding high expectations for all.

Four (4) Learning Bridges courses are available for which California State University – Bakersfield will grant a Culturally Proficient Teaching Certificate.  They are designed to close the gap in achievement for children of color, students living in poverty, and for students who speak a language other than English.

A separate classes, Diverse Learners and Differentiated Instruction, provide still another opportunity to learn how to meet the unique needs of diverse learners.

Teachers learn how to differentiate instruction for different intelligences to meet unique student learning needs (Lesson 5) and Modeling (Lesson 6) provides strategies for creating an environment conducive to learning.

Deepens educators’ knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to appropriately use various types of classroom assessments.

Alignment of curriculum, instruction, and assessment

Meeting individual student needs

Deepen content knowledge

With the Learning Bridges Aligned Instructional Database and the tools drawn from it, all three key processes of education are aligned…curriculum, instruction, and assessment…for the first time.

The Teacher Practices Guide provides them with access to the research-based instructional strategies aligned to State Standards – in rank order of their power to make a difference in learning. 

The Synthesis System provided educators with the alignment to State and District Assessments and drives decision on instructional interventions.

The Online Professional Development courses provide multiple ways to meet the individual needs of students (Lesson 4, Lesson 5, Lesson 6) and the modifications to close the gap in achievement for diverse learners.

Research (McREL, 2008) has documented both the efficacy and effectiveness of the Learning Bridges System, including its powerful Online Professional Development System.

Provides educators with knowledge and skills to appropriately involve families and other stakeholders.

Communication with families

Cultural understanding and respect

Community commitment

Teacher Support:  The Profession provides teachers with a class that addresses families, communities, and resources available to the teacher to help students.  Diverse Learners is a course designed specifically to address the learning needs of diverse populations.

Teachers who wish to learn how to deliver culturally proficient teaching in their classrooms can obtain a Culturally Proficient Teaching Certificate through California State University – Bakersfield with the successful completion of a 4 course series through Learning Bridges Online Professional Development.