Bridges' Educational Model
Gifts, Talents and Interests:
At Bridges, we are primarily concerned with our students’ talents, gifts, and interests. We believe that while students may come to us defined by what they cannot do, they leave defined by what they can do. And what they can do is extraordinary. Through a talent development focus, our students become competent and productive adults with a positive identity and strong sense of self. Talent development occurs both within the curriculum and through special Talent Development Opportunities (TDOs). Examples include:
- Rigorous core curriculum units based on the Enrichment Triad Model
- Talent-based choices within the grade level curriculum
- Acceleration for qualified students in an area of expertise in a higher- grade level class
- Participation for talent development advanced level courses
- Independent study options
- Enrichment clusters
- Winter session courses
Learning Differences:
At Bridges Academy, we acknowledge that all students learn differently. Their multiple intelligences, cognitive, learning, and personality styles inform curricular choices and instructional strategies. Classes are dually-differentiated to accommodate students’ strengths and weaknesses. Examples include:
- Small class size
- Choices of resources and projects
- Individual and small group work
- Tiered instruction
- Interest Centers
Learning Disabilities:
At Bridges Academy, we strive to help our students understand and compensate for their learning disabilities and attention deficits. An educational therapist and clinical psychologist are on staff to help students manage their deficits and provide support to teachers to help students compensate for problematic weaknesses. Executive functioning skills are taught as an integral part of the classroom curriculum and supported outside the classroom with the assistance of the Bridges’ specialists. Examples include:
- Homework support classes
- Assistive technology including smart boards, laptops, audio texts, voice recognition soft ware, and calculators
- Varied instructional strategies
- Class websites with homework and course lectures
- Additional time when needed
- Use of scaffolding to support and nurture executive functioning
- Academic support with the educational therapist
The Social and Emotional Profile:
At Bridges Academy, we recognize that social and emotional well being is vital for 2e student success. Due to past experiences, many 2e students are sensitive and highly anxious. Some are perfectionistic, a tendency often associated with gifted learners. We acknowledge that many of our students are immature socially and require assistance in acquiring social awareness and interpersonal skills. We understand that academic achievement is based on an emotional readiness to learn and engage in productive work. We work as a team to provide social and emotional support through a continuum of services.
- Team approach: in-house educational therapist and clinical psychologist support students through crises
- Field trips, competitions, etc. provide authentic contexts for social behaviors
- Using drama to nurture social skills and encourage the disposition of the performer
- Exposure to therapies (art, music, equine) connect students to emotions and awareness
- Talent development opportunities provide a positive approach for coping
Family Context:
Bridges Academy sees itself as a dynamic learning community, which includes students and their families. We provide ongoing support to help families understand their 2e child and to work with Bridges Academy to create a nurturing environment both at home and in school. The following opportunities exist for Bridges families:
- Orientation events
- Participate in student support team meetings with teachers, administrators and specialists
- Ongoing communication through email, newsletters and course websites
- Parent education workshop series
- Collaboration with outside therapists, doctors, tutors and Bridges staff to help parents support their children
- Referrals for family therapy
Developmental Asynchrony
Bridges Academy acknowledges that 2e students experience extreme variability in their development. Intellectually they may be performing above their chronological expectations. while their social and emotional development may be delayed as much as three years. Motor production may also be less than expected for their age. Educational planning and expectations must reflect an in-depth understanding of this asynchronous development.
- Intellectual challenge commensurate with their instructional level
- Reduced emphasis on written production until developmentally ready
- Extensive use of technology to compensate for motor delays
- Social skills focus in classrooms, advisory, and drama classes
- Scaffolding used to start where students are and bridge the to the next levels