BRIDGES®: Closing the Gap

H3- Honor the classroom/school community as a milieu for learning. This principal of HOPE reflects on how, as educators, we can incorporate the classroom and school as an essential part of the student’s social environment. This is important to the student’s development and success as an individual and as a peer, both, in and out of class. There are many reason why it is important to honor the classroom/school community as a milieu for learning, especially in the case of students who have extenuating circumstances like disabilities that tend to drive a wedge between themselves and the community (school, classroom, and/or local) in general. However, programs like BRIDGES® highlight the necessity of unity that accentuates classroom and school community. Thus, engaging these exceptional students using techniques that will teach them the skills needed to be successful in school, community, and their life after graduation. The BRIDGES® curriculum was introduced to me during one of my observations at a middle school (Mac) in Pasco, Washington.

Mac houses the district’s middle school emotional/behavioral program (EBD) guided by the BRIDGES® curriculum. BRIDGES® is modeled after and reinforces School Wide Positive Behavior Supports (SWPBS) through Response-to-Intervention (RTI). It is preferred that students start the BRIDGES® program in elementary and continues through high school until they meet the graduation requirements for the program or graduate high school, whichever comes first (students may enter the program at any level, they don’t have to start in elementary school to be eligible for BRIDGES®). Usually if a student maintains current school/state graduation requirements they most likely have met the requirements of BRIDGES®, thus, integrating into the general education population. This is implied through what we know about behavior and its effects on the development and education of those with emotional/behavioral issues. This can happen at any level of the education process (elementary, middle school, or high school). However, not ideal, it is not uncommon (the nature of EBD disorders) for life situations to change and a student be re-integrated into the BRIDGES® program. It is important to understand that BRIDGES is primary an EBD program that reinforces education. Furthermore, with great program success has come slight modifications in enrollment allowing students, with non-EBD disorders, access to the BRIDGES® program (other behavioral issues: i.e. gang members).

 

Image 2: Mission Statement

The primary purpose of BRIDGES® is to foster a sense of community through social instruction by offering the supports needed to increase the likelihood that a student with EBD, or other behavioral influences, will be able to succeed in school and in life (Image 2). The community is made up of the students in the EBD class environment, their parents, their teacher, the para-educators, the support staff, and the general education students. Combined they create a milieu of learning guided by the BRIDGES® Guiding Principles (Image 3).

Image 3: Guiding Principles. Student written.

The BRIDGES® curriculum uses a progressive scale method. When the parent and student are introduced to the teacher and the program they are given a handbook that outlines the expectations for the students, teacher, support staff, and parents (Image 4). The handbook also covers the program in detail giving

Image 4: BRIDGES Handbook

 

the parents an in-depth awareness of how the program works. Each student starts on level one with set privileges and restrictions (Image 5). Each day the student is given a daily passport (Image 6). The passport tracks their behavior throughout the day. Once they earn the privilege to attend classes outside of the classroom their general education teacher also uses the passport to track behavior aiding the BRIDGES® teacher to accurately assess levels, consequences, and whether they receive earned time (ET) for their behavior. ET is a 15 minute block immediately following each class. During this time the teacher reviews the

Image 5: BRIDGES level tracking poster.

 

passport with the student. If the student does well then he is rewarded with ET. They have a list of preferred activities they can choose from (i.e. computer, drawing, reading, listing to music). If they perform poorly then the teacher uses that time to talk about better choices. If the student is unresponsive or out of control they are required to go to the “chill out desk” or library (separate room inside classroom) to cool off and reflect on their decisions. As the student receives high marks on his/her passport he/she starts to progress through the levels.

Image 6: Student Passport

Once a student moves up a level he stays there till he moves up again. There is no going back. The implications of this method relate directly to life. When we make a mistake we can’t go back and change it. However, we stay put and deal with the consequences. The consequences are the removal of the privileges they have earned as they have progressed through the levels. However, they quickly earn these privileges back as their behavior improves. The removal and awarding of privileges are used as consequences. Therefore, they can lose computer privileges 1^st period and then they can be returned following 2^nd hour based off of their behavior reflected on their passport. If immediate consequences don’t work then they

Image 7: Daily Schedule

 

escalate. At Mac this could include: Chill our desk or library for reflection, in-school suspension (ISS), and out of school suspension (OSS). Consequences progress the same way no matter the behavior except for severe behaviors that affect the safety of the student and/or others. The goal is to progress through the levels and graduate from the BRIDGES® program and reintegrate fully into the general education population. Some of the supports the teacher provides include a detailed schedule (Image 7) of the day, individual counseling, guided reflection, and a safe environment in which they can be themselves without judgment. To help honor the milieu of learning in the classroom and school the students participates in a choral response activity. They say in unison their “5” agreed upon phrases that remind them that they are in it together (image 8).

Image 8: Recited everyday, acts as a social contract.

 

I learned a great deal about the BRIDGES® program while observing at Mac. I could visually identify and relate to the environment which convinced me that this program works for those who have EBD. I also believe that this type of program would also work with all students. It provides the guided structure that every student needs. It would also help, new teachers especially, form consistent and appropriate consequences enhancing classroom management. The focus on forming a community provides the supports needed for success by encouraging individual success. Therefore, when behavior problems are eliminated or reduced the focus on learning is intensified. Thus, the implications on learning is enriched.

I fully intend on revisiting Mac and learning more about the BRIDGES® program. I believe if I can master classroom management then my students, school, and community will greatly benefit. I plan on developing my classroom into a social environment that promotes unity and learning.