Page | 0 EFFECTIVENESS EVIDENCE FRAMEWORK FOR BRIDGES TO LITERATURE AND CONTENT Language skills are vital to success in school and in life. A failure to develop adequate language skills can have profound consequences on academic, social, and career success. At the same time, large numbers of students arrive in middle school with significant language deficits. Research has shown that a growing portion of students in middle school cannot read at grade level. Schools, teachers, and ultimately, students, need eCective tools to change this and achieve language proficiency. The federally legislated Every Student Succeeds Act (ESSA) mandates that products used to provide instruction and services to students must be supported by proof of eCectiveness consistent with the guidance provided by the USDOE. This document provides ESSA Level 4 Evidence demonstrating the eCectiveness of Bridges to Literature and Content. Bridges is designed as a solution to this challenge. Bridges oCers a comprehensive, standards-based middle school literacy program designed to empower students to develop language skills, and to prepare students for college and career. ESSA Compliant Level 4 Evidence SEG Measurement An ESSA Level 4 Evidence Effectiveness Research Study
Page | 1 EFFECTIVENESS EVIDENCE FRAMEWORK FOR BRIDGES TO LITERATURE AND CONTENT Contents Introduction ................................................................................................................... 3 The SEED™ ECectiveness Evidence Framework for Bridges ............................................... 4 Bridges Description ....................................................................................................... 5 Statement of the Problem/Purpose of the Solution........................................................... 5 Targeted Outcomes ........................................................................................................ 6 Claims ........................................................................................................................... 6 Rationale ....................................................................................................................... 6 Bridges ECectiveness Evidence Framework (Claims-Instruction-Standards-Research Linkages) ....................................................................................................................... 9 Claims Alignment and Review Procedures..................................................................... 29 Appendix A: Research Background ............................................................................... 31 Appendix B: ESSA Level 1/Level 2 ECectiveness Evidence Study for Bridges (In Progress) ................................................................................................................. 33 Overview...................................................................................................................... 34 Background/Context .................................................................................................... 35 The Importance of ECective Language Skills............................................................... 35 Demonstrating ECectiveness..................................................................................... 36 The Intervention ........................................................................................................... 36 Research Questions ..................................................................................................... 36 Data Collection and Measurement................................................................................ 37 Assessment ............................................................................................................. 37
Page | 2 Study Population and Sampling..................................................................................... 38 Creating Matched Samples ....................................................................................... 38 Comparability of Intervention and Comparison Groups .............................................. 39 Attrition .................................................................................................................... 39 Final Analysis Sample ............................................................................................... 39 Analysis of Study Questions.......................................................................................... 40 Question 1: Determining the Impact of Bridges Instruction on Intervention Group Annual Growth in Language Skills ............................................................................. 40 Language Skills Growth Following Bridges Instruction ................................................ 40 Question 2: Comparison of Intervention and Comparison Group Language Skills Growth 41 Findings/Conclusions (TBA) .......................................................................................... 42 References .................................................................................................................. 43 Appendix C: SEED™ Model Background.......................................................................... 45 Appendix D: (Extracted) WIDA ELD Standards (Grades 6-8)............................................. 56 Appendix E: Bridges Instructional Components (Strategies, Materials, Activities)............ 60 Strategies ................................................................................................................. 60 Activities and Materials ............................................................................................. 60 Appendix F: Research Supporting Bridges Claims ......................................................... 67
Page | 3 EFFECTIVENESS EVIDENCE FRAMEWORK FOR BRIDGES TO LITERATURE AND CONTENT Introduction The importance of evidence in educational decisions is undeniable. Evidence of product e7ectiveness is crucial to states and schools evaluating products and services for adoption and ultimately for providing an education to students that is based on evidence of e7ectiveness. Educational solution providers need to conduct product e7ectiveness research. School decisionmakers expect to see proof of e7ectiveness and a clear link between product use and the achievement of outcomes. This aligns with the federal mandate from the Every Student Succeeds Act (ESSA, 2020), which insists on rigorous proof before purchase. SEED™: A claims-based model. This is a summary of the SEED process used to collect the evidence supporting the use of Bridges. SEED is a useful and e7icient approach for gathering and documenting ESSA Level 4 evidence. It is a claims-based framework for collecting and documenting evidence: The product claims are identified through an analysis of the product purpose, rationale for use, targeted outcomes, and other information reflecting on the claims made. The framework provides a comprehensive identification of product claims for the educational solution of interest and specifies the evidence supporting the claims. This approach, deeply rooted in the long tradition of reasoning and scientific inquiry, o7ers a robust method for assessing the e7ectiveness of educational solutions. This was the impetus for creation of the SEED approach to e7ectiveness research. ESSA evidence. In 2015, the federal government passed the Every Student Succeeds Act (ESSA) mandating that Title I schools must conduct e7ectiveness research before using federal funds to purchase an educational product or service. Four levels of evidence were identified for ESSA: • Level 1: Strong Evidence. A well-executed experimental study of the intervention, showing positive e7ects on a student outcome. • Level 2: Moderate Evidence. A well-executed quasi-experimental study of the intervention, showing positive e7ects on a student outcome. • Level 3: Promising Evidence. A well-executed correlational study of the intervention, with statistical controls for selection bias on the intervention, showing positive e7ects on a student outcome.
Page | 4 • Level 4: Demonstrates a Rationale. A well-specified logic model, informed by research suggesting how the intervention is likely to improve relevant outcomes. A Level 1, 2, or 3 study of the intervention is planned or is underway elsewhere. This document presents the ESSA Level 4 evidence study conducted by SEG Measurement (SEG) on behalf of Vista Higher Learning (VHL) for VHL’s Bridges program. Evidence supporting the use of Bridges for grades 6–8 is provided. Level 4 evidence is central to building an argument for the e7ectiveness of Bridges. It defines the claims made for Bridges and provides supporting evidence from the Bridges instructional strategies, materials, and activities, as well as the WIDA standards and current research supporting claims of the e7ectiveness of Bridges . The SEED E3ectiveness Evidence Framework for Bridges The Level 4 evidence framework is an ideal starting place for building an evidence base. There is no single correct way to create a Level 4 evidence framework. At minimum, it should describe the product, delineate the underlying logic or rationale, and identify the intended outcomes and claims. The framework should also present the linkage between the outcomes and the product instructional components producing those outcomes, as well as the linkage between the product instructional components, accepted standards, and existing research. Other pieces of evidence bearing on the validity of the claims may be case studies, prior studies, and other documentation supporting product e7ectiveness. The e7ectiveness evidence framework completed for the Bridges Level 4 E7ectiveness Study is provided below.
Page | 5 Bridges to Literature and Content ESSA Level 4 Evidence: E/ectiveness Evidence Framework Product Name: Bridges to Literature and Content Product Version/Release Date: V2, Sept 2022 Product Website: www.vistahigherlearning.com Number of Current Users: 22,400 Compatibility (OS, Platform, Browser): MAC, Win Subject Areas Covered: ML, LA, MA, SC, SS Intended Audience: ML Students Grade Levels Targeted: 6–8 Company Name: Vista Higher Learning Bridges Description Bridges to Literature and Content is a comprehensive, evidence-based, standards-aligned literacy program steeped in the Science of Reading (SoR) and designed to empower middle school students to become stronger independent readers. This powerful print and digital solution helps English learners and striving readers achieve grade-level proficiency. Bridges supports students with college and career readiness, with purposeful support for multilingual learners. Bridges develops language and literacy skills through engaging literary texts and content-driven lessons that connect to students’ everyday lives. Statement of the Problem/Purpose of the Solution Language skills are vital to success in school and in life. A failure to develop adequate language skills can have profound consequences on academic, social, and career success. Large numbers of students arrive at middle school with significant language deficits. Research has shown that a growing portion of students in middle school cannot read at grade level. In fact, according to a study by the Alliance for Excellent Education, one in four secondary students was unable to read and understand textbook content. The Nation’s Report Card reveals that one-third of secondary students in the US score below a basic level in reading (NAEP 2019, 2022). These language deficits put middle school students at academic risk. Schools, teachers, and ultimately, students, need e7ective tools to change this and achieve language proficiency.
Page | 6 Language proficiency is a particularly complicated challenge for middle school students; the process is complex and requires consideration of the intricacies of reading as an ongoing developmental process. For striving readers and multilingual students especially, literacy encompasses much more than reading, as students traverse language domains (including listening, speaking, and writing). Thus, the research underpinning these unique needs is also part of the foundation. Bridges Literature and Content is designed as a solution to this problem, o7ering a comprehensive, standards-based middle school literacy program designed to empower students to develop language skills and supports students with college and career readiness. Targeted Outcomes 1. Proficiency in reading and vocabulary 2. Proficiency in listening 3. Proficiency in speaking (oral language) 4. Proficiency in writing and grammar 5. E7ective use of grade level academic language (language arts, social studies, science, math, career pathways) 6. Engagement and motivation to learn 7. E7ective exploration of career pathways Claims Bridges Literature and Content is designed to support middle school students in achieving the following educational outcomes: 1. Middle school students receiving instruction using Bridges build proficiency in reading and vocabulary. 2. Middle school students receiving instruction using Bridges build proficiency in listening. 3. Middle school students receiving instruction using Bridges build proficiency in speaking. 4. Middle school students receiving instruction using Bridges build proficiency in writing and grammar. 5. Middle school students receiving instruction using Bridges can e7ectively access gradelevel appropriate academic language (language arts, social studies, science, math). 6. Middle School students receiving instruction using Bridges are engaged and motivated to learn. 7. Middle School students receiving instruction using Bridges e7ectively explore career pathways.
Page | 7 Rationale The challenge. Large numbers of students arrive at middle school with significant language deficits. Research has shown that over time a portion of students in middle school cannot read at grade level. In fact, according to a study by the Alliance for Excellent Education, one in four secondary students was unable to read and understand textbook content. The Nation’s Report Card reveals that onethird of secondary students in the US score below a basic level in reading (NAEP 2019, 2022). Research shows that students unable to read fluently by the end of third grade have a nearly five times greater rate of dropping out of high school. These language deficits put middle school students at significant academic risk. Educators and, ultimately, students, need e7ective tools to change this and achieve language proficiency. Achieving language proficiency is a particularly complex challenge for middle school students; the process is complex and requires consideration of the intricacies of reading as an ongoing developmental process. For striving readers and multilingual students especially, literacy encompasses much more than reading, as students traverse language domains (including listening, speaking, and writing). Thus, the research underpinning these unique needs is also part of the foundation. The solution. Bridges to Literature and Content is an engaging solution grounded in current research and pedagogy and aligned to nationally accepted standards developed to address deficits among middle school students. The program is based on scientifically proven research and pedagogy in literacy and language, providing instructional strategies, materials, and activities aligned with this research. Deep attention to literacy development and the science behind it is the foundation of the program. The Science of Reading (SoR), as it pertains to readers in middle school, includes the five components of literacy. Research indicates that a role remains for sound-symbol phonological awareness and phonics and is reflected in the program. As students encounter unfamiliar multisyllabic words, they use not only morphology, but graphophonemic strategies to pronounce new vocabulary (Hougen 2015; CDE 2022). A continued focus on vocabulary development, fluency, and text comprehension remains vital for academic success. Research-driven driven strategies, materials, and activities aligned to targeted literacy outcomes are included and address digital and discipline-specific literacies, as well as language specific to career and technical education. Each academic content area requires its own development of vocabulary, knowledge of syntax, and useful comprehension strategies for fluency and understanding to grow. To address these language and content needs, the strategies, materials, and activities ae aligned to academic content and language development standards. The research-based and standards-aligned strategies, materials, and activities drive the lessons in each unit, building rigor toward achievement. Beyond schoolbased academic literacy, adolescents often rely on out-of-school literacies that are brought to the classroom setting. These skills are recognized within the Bridges instructional framework and are capitalized on as academic assets (Gonzales, Moll, & Amanti 2005; Moll 2019).
Page | 8 Students from a wide range of abilities and backgrounds all possess the talent necessary to become strong in literacy. Bridges provides the supports necessary to aid and accelerate the process. Bridges to Literature and Content is built on specialized knowledge specifically designed for working with learners by building on the assets they bring into the classroom and addressing the unique academic challenges they face. All lessons contain di7erentiation and o7er sca7olds and opportunities for augmentation. Strong literacy development requires multicomponent strategies that move beyond isolated skills to cognitively challenging and engaging literacy activities that promote growth. Engagement is key when working with students who need added literacy supports. The interactive learning opportunities, sca7olding, and support in Bridges allow teachers to successfully prepare all students for college and career while addressing the unique academic challenges faced by striving readers and culturally and linguistically diverse learners
Page | 9 Bridges E3ectiveness Evidence Framework (Claims-Instruction-StandardsResearch Linkages) Claims Bridges Instruction (Strategies, Activities, and Materials) WIDA Standards Research Claim 1: Middle school students receiving instruction using Bridges build proficiency in reading and vocabulary. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text. 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 6-8 Interpret language arts narratives. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand-close-reading-providing-scaEoldingwriting 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf
Page | 10 10. Provide reading instruction. • Literary and informational readings (graphophonemic and comprehension) • Provide career and technical education integrated with reading skills (vocabulary and fluency) • The text genre is introduced (comprehension) • Analyze the Reading • Students follow along with an audio recording 11. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 6. ELD-LA 6-8 Interpret informational texts in language arts. 7. ELD-LA 6-8 Interpret language arts arguments. 8. ELD-MA 6-8 Interpret mathematical explanations. 9. ELD-MA 6-8 Interpret mathematics arguments. 10. ELD-SC 6-8 Interpret scientific explanations. 11. ELD-SC 6-8 Interpret scientific arguments. 12. ELD-SS 6-8 Interpret social studies explanations. 13. ELD-SS 6-8 Interpret social studies arguments. 5. Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Page | 11 12. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Academic vocabulary and discussion starters provide additional supports 13. Provide audio, video, and written examples for modeling. • Book Club video • Video chat • Audio recording • Students watch an authentic short film • Student writing model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication 14. Provide multiple opportunities for assessment. • Inspect the Text questions • Assess units • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 12 Claim 2: Middle school students receiving instruction using Bridges build proficiency listening. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text. 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 6-8 Interpret language arts narratives. 6. ELD-LA 6-8 Interpret informational texts in language arts. 7. ELD-LA 6-8 Interpret language arts arguments. 8. ELD-MA 6-8 Interpret mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fitsall” to diEerentiated instruction aEect teaching? Review of Research in Education, 43(1), 336–362. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 6. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall.
Page | 13 • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 11. Provide speaking and listening instruction (group and dyad discussion, online interaction). • Each unit provides opportunities for the development of listening and presentation skills • Video Virtual Chats • Book Club video • Apply the Reading Strategy • Book Club Discussion • Provide online listening passages to develop listening skills and connect the theme • Students evaluate media • Respond to media/video • Students watch an authentic short film 12. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Key academic vocabulary words 9. ELD-MA 6-8 Interpret mathematics arguments. 10. ELD-SC 6-8 Interpret scientific explanations. 11. ELD-SC 6-8 Interpret scientific arguments. 12. ELD-SS 6-8 Interpret social studies explanations. 13. ELD-SS 6-8 Interpret social studies arguments. 7. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 8. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 9. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Page | 14 • Academic vocabulary and discussion starters provide additional supports 13. Provide audio, video, and written examples for modeling. • Book Club video • Video chat • Audio recording • Students watch an authentic short film • Student writing model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication 14. Provide multiple opportunities for assessment. • Inspect the Text questions • Assess units • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions
Page | 15 Claim 3: Middle school students receiving instruction using Bridges build proficiency in writing and grammar. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text . 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals 10. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. ELD-LA 6-8 Construct language arts narratives. 6. LD-LA 6-8 Construct informational texts in language arts. 7. ELD-LA 6-8 Construct language arts arguments. 8. ELD-MA 6-8 Construct mathematical explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learners-nd close-reading-providing-scaEolding-writing 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. Wang, X. (2024). Research on post-reading writing in the teaching of senior high school English based on core literacy. Education Reform and Development, 6(4), 181-182. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1).
Page | 16 • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 11. Provide writing instruction. • Writing activities • Writing Prompt • Process writing steps • A student model introduces students to a variety of writing styles • Activities include pair and group work and independent writing practice • The recording provides a model for pronunciation and fluency that builds to discussions and a writing task 12. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Key academic vocabulary words • Academic vocabulary and discussion starters provide additional supports 9. ELD-MA 6-8 Construct mathematics arguments. 10. ELD-SC 6-8 Construct scientific explanations. 11. LD-SC 6-8 Construct scientific arguments. 12. ELD-SS 6-8 Construct social studies explanations. 13. ELD-SS 6-8 Construct social studies arguments. 7. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 8. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 9. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Page | 17 13. Provide audio, video, and written examples for modeling. • Book Club video • Video Chat • Audio recording • Students watch an authentic short film • Student Writing Model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication • Book Club video 14. Provide multiple opportunities for assessment • Inspect the Text questions • Assess units • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions
Page | 18 Claim 4: Middle School students receiving instruction using Bridges build proficiency in speaking. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text . 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Bruner, J.S. (1977). The process of education. Harvard University Press. 3. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 4. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf 5. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 6. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 7. Krashen, S. (1982). Principles and practice in second language acquisition. Prentice-Hall.
Page | 19 • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 11. Provide speaking and listening instruction (group and dyad discussion, online interaction). • Each unit provides opportunities for the development of listening and presentation skills • Video Virtual Chats • Book Club video • Apply the Reading Strategy • Book Club Discussion • Provide online listening passages to develop listening skills and connect the theme • Students evaluate media • Respond to media/video • Students watch an authentic short film 12. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Key academic vocabulary words 8. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 9. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 10. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Page | 20 • Academic vocabulary and discussion starters provide additional supports 13. Provide audio, video, and written examples for modeling. • Book Club video • Video Chat • Audio recording • Students watch an authentic short film • Student Writing Model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication • Book Club video 14. Provide multiple opportunities for assessment. • Inspect the Text questions • Assess units • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions
Page | 21 Claim 5: Middle School students receiving instruction using Bridges can eBectively use grade level appropriate academic language for grade level content. (language arts, social studies, science, math). 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text . 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 7. Provide pacing guides to maximize instructional e.ectiveness 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide reading instruction. • Literary and informational readings • Provide career and technical education integrated with reading skills • The text genre is introduced • Analyze the Reading • Students follow along with an audio recording 1. ELD-LA 6-8 Interpret language arts narratives. 2. ELD-LA 6-8 Construct language arts narratives. 3. ELD-LA 6-8 Interpret informational texts in language arts. 4. ELD-LA 6-8 Construct informational texts in language arts. 5. ELD-LA 6-8 Interpret language arts arguments. 6. ELD-LA 6-8 Construct language arts arguments. 7. ELD-MA 6-8 Interpret mathematical explanations. 8. ELD-MA 6-8 Construct mathematical explanations. 9. ELD-MA 6-8 Construct mathematics arguments. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 5. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323.
Page | 22 11. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 12. Provide writing instruction. • Writing activities • Writing Prompt • Process writing steps • A student model introduces students to a variety of writing styles • Activities include pair and group work and independent writing practice 10. ELD-MA 6-8 Interpret mathematics arguments. 11. ELD-SC 6-8 Interpret scientific explanations. 12. ELD-SC 6-8 Construct scientific explanations. 13. ELD-SC 6-8 Interpret scientific arguments. 14. ELD-SC 6-8 Construct scientific arguments. 15. ELD-SS 6-8 Interpret social studies explanations. 16. ELD-SS 6-8 Construct social studies explanations. 17. ELD-SS 6-8 Interpret social studies arguments. 18. ELD-SS 6-8 Construct social studies arguments. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall. 9. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 23 • The recording provides a model for pronunciation and fluency that builds to discussions and a writing task 13. Provide speaking and listening instruction (group and dyad discussion, online interaction). • Each unit provides opportunities for the development of listening and presentation skills • Video Virtual Chats • Book Club video • Apply the Reading Strategy • Book Club Discussion • Provide online listening passages to develop listening skills and connect the theme • Students evaluate media • Respond to media/video • Students watch an authentic short film 14. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Key academic vocabulary words • Academic vocabulary and discussion starters provide additional supports 15. Provide audio, video, and written examples for modeling. • Book Club video • Video Chat • Audio recording
Page | 24 • Students watch an authentic short film • Student Writing Model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication 16. Provide multiple opportunities for assessment. • Inspect the Text questions • Assess units • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions Claim 6: Middle School students receiving instruction using Bridges are engaged and motivated to learn. 1. Provide sca.olded instruction. 2. Provide di.erentiated instruction and activities. 3. Provide scripted models and readaloud text . 4. Provide instruction fostering student engagement and motivation, including creating instructional routines and rituals. 5. Provide instruction that integrates language and literacy interaction in the classroom. 6. Provide a logical scope and sequence consistent with research. 1. ELD-SI 4-12 Interpret and construct social and instructional narratives. 2. ELD-SI 4-12 Interpret and construct social and instructional informational communication. 3. ELD-SI 4-12 Interpret and construct social and instructional explanations. 1. American Institutes for Research, Center for English Language Learners. (2018). English learners and close reading: Providing sca2olding for writing. https://air.org/resource/english-learnersand close-reading-providing-scaEoldingwriting 2. Sousa, D. A., & Tomlinson, C. A. (2018). Di2erentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.). Solution Tree Press
Page | 25 7. Provide pacing guides to maximize instructional e.ectiveness. 8. Provide instructional routines to support instruction. 9. Provide advance organizers and activate prior knowledge. • Big Idea • Bridges to the Theme video • What You Bring • From Your Perspective • My Goals • Key words from the reading 10. Provide reading instruction. • Literary and informational readings • Provide career and technical education integrated with reading skills • The text genre is introduced • Analyze the Reading • Students follow along with an audio recording 11. Provide instruction for academic language development, including language arts, science, mathematics, social studies, and other content areas. • Reading, science, social studies, and math • A variety of text genres • Engaging texts support academic language development • Apply the Reading Strategy section supports reading comprehension • Book Club Discussion 4. ELD-SI 4-12 Interpret and construct social and instructional arguments. 5. LD-LA 6-8 Interpret language arts narratives. 6. ELD-LA 6-8 Construct language arts narratives. 7. ELD-LA 6-8 Interpret informational texts in language arts. 8. ELD-LA 6-8 Construct informational texts in language arts. 9. ELD-LA 6-8 Interpret language arts arguments. 10. ELD-LA 6-8 Construct language arts arguments. 11. ELD-MA 6-8 Interpret mathematical explanations. 12. ELD-MA 6-8 Construct mathematical explanations. 3. Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge. 4. González, N., Moll, L., Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Lawrence Erlbaum. 5. Connecticut Department of Education. (April 2022). The science of reading: A literature review. https://portal.ct.gov/- /media/sde/academic-oEice/readingleadership-implementation-council/thescience-of-reading--a-literature-reviewapril-2022-update.pdf Snow, C. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 317–323. 6. Hattan, C., & Lupo, S. M. (2020). Rethinking the role of knowledge in the literacy classroom. Reading Research Quarterly, 55(S1). 7. Hougen, M. (2015, May). Evidence-based reading instruction for adolescents. University of Florida Ceedar Center. https://ceedar.education.ufl.edu/wpcontent/uploads/2015/05/IC-13_FINAL_0526-15.pdf 8. Krashen, S. (1982). Principles and practice in second language acquisition. PrenticeHall.
Page | 26 • Activities to practice reading, writing, listening, and speaking • Students learn and apply new tools • Students are introduced to various careers • Social studies content and skills align with the National Council for the Social Studies Ten Themes • Math content and skills align 12. Provide writing instruction. • Writing activities • Writing Prompt • Process writing steps • A student model introduces students to a variety of writing styles • Activities include pair and group work and independent writing practice • The recording provides a model for pronunciation and fluency that builds to discussions and a writing task 13. Provide speaking and listening instruction (group and dyad discussion, online interaction). • Each unit provides opportunities for the development of listening and presentation skills • Video Virtual Chats • Book Club video • Apply the Reading Strategy • Book Club Discussion 13. ELD-MA 6-8 Construct mathematics arguments. 14. ELD-MA 6-8 Interpret mathematics arguments. 15. ELD-SC 6-8 Interpret scientific explanations. 16. ELD-SC 6-8 Construct scientific explanations. 17. ELD-SC 6-8 Interpret scientific arguments. 18. ELD-SC 6-8 Construct scientific arguments. 19. ELD-SS 6-8 Interpret social studies explanations. 20. ELD-SS 6-8 Construct social studies explanations. 21. ELD-SS 6-8 Interpret social studies arguments. 9. Moll, L. C. (2019). Elaborating funds of knowledge: Community oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130–138. 10. National Center for Education Statistics. (2019; 2022). National assessment of educational progress. U.S. Department of Education. 11. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. 12. Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2020). Reading during adolescence: Why adolescents choose (or do not choose). Journal of Adolescent & Adult Literacy, 64(2), 157–166.
Page | 27 • Provide online listening passages to develop listening skills and connect the theme • Students evaluate media • Respond to media/video • Students watch an authentic short film 14. Provide grammar and vocabulary instruction. • Grammar instruction • Animated grammar tutorials • Key academic vocabulary words 15. Provide audio, video, and written examples for modeling. • Video Chat • Audio recording • Students watch an authentic short film • Student Writing Model • Book Club Discussion • Pair and group work • Independent, partner, and small group communication • Book Club video 16. Provide multiple opportunities for assessment. • Inspect the Text questions • Assessment Program • Integrated progress monitoring and proficiency assessment • Gradebook with analytics and dashboards • Activities with corrective feedback • Formative assessments • Systematic check-in questions 22. ELD-SS 6-8 Construct social studies arguments.
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