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 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 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. 

PL Offerings

Click the calendar icon for more information about frequency and types of professional learning offerings.

Face-to-Face Technical Assistance

Various roles

Community of Practice (CoP)

Various roles

Self-paced Courses

Various roles

Facilitated Online Courses

Various roles

Evidence of Impact

Providers were asked to submit evidence of their organization's impact on educator and student outcomes. This data will help consumers of professional learning make informed decisions about which providers can meet your local needs.

Click on the icon to learn more about BRIDGE-RI's impact from past professional learning experiences.