Wilson testing shows that since she came to TBAS in October of 2005, Amber’s overall real-word reading score has risen from 81% to 98%. When trying to read new (or nonsense) words, her overall score rose from 48% to 80%. Her biggest improvement has been in spelling, where her real word score rose from 40% to 89%.
Wilson testing shows that this year Christina’s overall real word reading score rose from 40% to 86%, and her overall real-word spelling score rose from 32% to 71%. When trying to read new (or nonsense) words, her score rose from 27% to 80%.
Wilson testing shows that this year Jaime’s overall real word reading score rose to 95%. His real word spelling score rose from 42% to 82%. For reading new (or nonsense) words, Jaime’s score rose from 32% to 81%.
Wilson testing shows that this year Joshua’s overall real-word reading score rose from 24% to 67%. His overall spelling score rose from 16% to 56%. Joshua began the year reading his drills at 55 words per minute and is now reading more difficult drills at 165 words per minute.
On the Wilson test, Matt’s overall real-word reading score rose to 95%. This year his real word spelling score jumped from 43% to 91%, and his sentence writing score rose from 48% to 96%. Other standardized testing shows that since he came to TBAS in mid-October of 2005, Matt has advanced two grade levels in reading, and is now reading at a 5th grade level.
Wilson testing shows that since she came to TBAS in mid-October of 2005, Shuana’s overall real word reading score has risen from 30% to 93%. When reading new (or nonsense) words, her overall score rose from 5% to 60%. Her real word spelling rose from 11% to 91%. Other standardized testing shows that so far, Shauna has improved about 3 grade levels in reading at TBAS.
Wilson testing shows that since he came to TBAS two years ago, William’s overall real word reading score has risen from 23% to 49%. On the difficult 53-word vocabulary test (which includes words like exclusive, majesty, accumulate, hemoglobin, and economical) William scored 96% for an A.The academic program at The Bridge Avenue School is relationship-driven. Small class size helps teachers get to know their students and (gasp) students get to know their teachers. This relationship is very important for student success. Open communication between the school, student, and student’s family is necessary for student success.
The academic program at The Bridge Avenue School is rigorous. We set high academic goals and believe all students can learn well when they are taught well. Educational research shows that students rise or fall to meet teacher expectations. Even students struggling with reading may excel in and enjoy algebra.
The academic program at The Bridge Avenue School is relevant. “When am I ever gunna need to know this?” While this is the mantra of many bored students, it is also a valid and important question. We strive to connect important academic content to students’ life experiences, and when necessary, expand those experiences with field trips, projects, and guest speakers so new information is presented in context.
We are using a curriculum model map published by the Core Knowledge Foundation. We agree with Core Knowledge founder E. D. Hirsch's common sense assertion that self-esteem, while important, cannot be taught. High self-esteem is the result of successfully learning and performing well. You can read more about The Core Knowledge Foundation at their web site here.
We use Saxon Math for our math program. Saxon Math presents math concepts in a connected logical sequence and has a good reputation among students who struggle with more traditional math programs. Students work through their book at their own pace (daily math homework is required) and most students complete about two grade levels per year. You can read more about Saxon Math at their web site here.
Students who struggle in school are almost always capable of performing at very high academic levels when they are taught in a way that presents material how the student learns best. This is not a revolutionary educational idea. Our students are making up whole years of failed math classes, learning how to read well for the first time, and coming to school even if they don't feel well because success is so much better than staying in bed.