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BRIDGE-RI

mtssri.org/ Email PL Partner
(401) 378.0663

PL Offerings

ELA/Math CurriculumCurriculum PhasesOther PL Offerings

Not Applicable

Not Applicable
  • Leadership
  • Diversity, equity, and inclusion
  • Social-emotional learning

Grade SpanCore Content
  • Elementary (K-5)
  • Middle (6-8)
  • High (9-12)
  • English Language Arts
  • Math

Organization Description

The services for Bridging Research, Implementation and Data to Guide Educators in RI (BRIDGE-RI) are delivered by technical assistance providers funded through an OSCAS Systems of Support (SOS) contract. SOS personnel are the primary developers of training and technical assistance described in this application; however, as the learning management system described herein becomes more established, additional course developers will be added and may include specialists at RIDE, IHE faculty, national agencies supporting work in RI (i.e., AIR, NCII), and educators implementing sustained evidence-based practices with fidelity.

Systems of Support has been providing technical assistance and professional learning for the implementation of Multi-Tiered Systems of Support (MTSS) in academic, behavior and social-emotional learning to RI schools for over a decade. In the past two years, professional learning has shifted to an online and hybrid model through our learning management system--BRIDGE-RI.

Systems of Support personnel have been providing embedded training and technical assistance to schools and districts for the past ten years. The focus of this work has been around the development and implementation of a multi-tiered system of supports for academics and behavior/social-emotional learning (SEL) across the universal (T1), targeted (T2) and intensive (T3) levels. This includes establishing a strong academic and behavioral/SEL core (T1), data-based decision making at the district, school, grade/content, classroom, group and individual levels, developing action plans to address needs established through a data problem-solving process, and developing a tiered intervention protocol with training in evidence-based interventions in the areas of behavior, SEL, homework completion, reading and math.

Sample PL Services

What type(s) of professional learning do you offer (i.e. coaching, consulting, etc.)? How frequently do you typically provide this support (i.e. daily, weekly, monthly, etc.)? Who is the intended audience for this support (i.e. district staff, coaches, teachers, etc.)? When do you typically provide this support (i.e. summer, PD days, during school day, etc.)?
Facilitated Courses Course lengths range from several weeks to several months or over the course of a semester and include asynchronous activities that prepare learners for synchronous sessions which may occur on a weekly to monthly basis, based on participant need and content requirements.
Facilitated courses are for a defined participant group, with specific start/end dates, and include independent/asynchronous content completion between synchronous sessions that expand participant application of learning.

K-12 general and special educators, related service providers, administrators, interventionists/specialists, paraprofessionals, leadership teams and those in leadership roles, as well as individuals focusing on a specific topic.

Courses run year round and will be available during and after school hours; meetings and check-ins will occur after school hours.
Self-Paced Courses Self-paced courses are designed to be completed in a short period of time, e.g., 1-2 hours, during a professional learning day. Participants are encouraged to complete self-paced courses in 1-2 sittings but will not lose access to the course and can finish on their own time.

K-12 general and special educators, related service providers, administrators, interventionists/specialists, paraprofessionals, leadership teams and those in leadership roles, as well as individuals focusing on a specific topic Self-paced courses are continuously available to participants. Additional support varies depending on topic and activities, which may include the following examples: interactive forums, feedback during checks for understanding and opportunities to attend course-specific optional synchronous check-ins.
Self-paced courses are available at any time.
Team Facilitated Courses Course lengths range from several weeks to several months or over the course of a semester and include asynchronous activities that prepare learners for synchronous sessions which may occur on a weekly to monthly basis, based on participant need and content requirements.
Leadership Teams including building administrators and representation from K-12 general and special educators, related service providers, interventionists/specialists, and paraprofessionals. Teams may also be those focusing on a specific topic.
Team facilitated courses occur year round, both during and after school hours. Feedback may be requested to meet participant needs.
Team facilitated courses have defined participant team(s), specific start/end dates, include independent/asynchronous content and activity completion between synchronous sessions that expand participant application of learning within their own context.
Community of Practice (COP) Online facilitated conversations and action planning for implementation of evidence based practices and/or problems of practice

COPs are regularly occurring interactive learning sessions led by a facilitator which allow for participant collaboration. They may be linked to a course to further understanding or implementation once key practices have been learned.
K-12 general and special educators, related service providers, administrators, interventionists/specialists, paraprofessionals, leadership teams and those in leadership roles, as well as individuals focusing on a specific topic. COPs may run at any time during the year, but vary based on participant needs (including during or after school hours or in the context of a professional learning day). Feedback is encouraged to ensure accommodations to meet participant needs.
Synchronous Support Synchronous technical assistance and support, particularly for needs assessment and action planning, may be delivered face-to-face/ onsite or via online conferencing tools such as Zoom. BRIDGE-RI also has regularly scheduled online Office Hours where participants can receive live-time support.
Determined through a needs assessment process and ability of a team to commit to a planned course of professional learning, which includes utilization of self-paced courses and synchronous sessions.
Synchronous support must include building administrators and are encouraged to include representation from K-12 general and special educators, related service providers, interventionists/specialists, and paraprofessionals. Synchronous support may also include individuals focusing on a specific topic. Synchronous support may occur year round, both during and after school hours. Feedback will be requested to meet participant needs.

Evidence of Impact


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