Program Overview

Our students are unique and so is our program. At Bridges Academy, it’s the differences that make the difference. Our first responsibility is to cultivate our students' gifts, including accelerated learning and talent development opportunities. And, in making accommodations for each student, we have created a program that is flexible and both structured and individualized; and we are constantly refining this approach.

Our class size is small — an average of 8 school-wide and no more than 12 for high school core classes. The small classes allow teachers to provide differentiated instruction, and students and teachers to develop stronger personal relationships. The student profile that is created for each student guides teachers in preparation of lesson plans and classroom instruction. Seminar-style seating—in some classrooms—helps promote discussion and the exchange of ideas.

Technology is another tool to help meet each student’s needs. All students have laptop computers for classroom work, research, and communication. Students, parents and faculty receive school information through email discussion lists and individual teacher web sites. For High School students and parents, homework assignments, grades, attendance, and teacher comments can be monitored through our web-based program, PowerSchool.

Middle School

The focus for 5th/6th grades is on the core classes of math, science, and integrated humanities. Fitness and one term each of art and drama round out their program.

Since 5th/6th grades are transition years for many students entering Bridges, special attention is given to each student’s social and emotional needs, through small classes and frequent Advisory group meetings. Social skills are integrated in all academic classes as part of a nurturing, supportive environment. Bridges employs a 7th/8th grade “house” for the core classes of English, social studies, math, and science with two teachers per eight students in these classes. In addition, 7th/8th students have media tech, art, drama, and fitness as part of their program. Course curricula is enriched through frequent field trips to sites that support in-class work. The curricula is project driven with explicit instruction in executive functioning and backward planning so students learn how to take responsibility for their own learning and handle complex assignments. Enrichment Clusters and frequent guest speakers serve to nurture student talents and interests. Parents are provided with narrative progress reports two times per term (four times per year) and with two student-led parent teacher conferences, one each term.

High School

In addition to being a unique school for twice-exceptional children, Bridges Academy is a college preparatory school. It is our responsibility to assist our students in achieving their goal of attending a college appropriate for their intellectual gifts. To that end, our program exceeds the University of California A-G requirements for high school graduation. We offer honors courses in Biology, Chemistry, Algebra, Geometry, English and History. Prep for AP exams is available in select subjects. In addition, technology, visual and performing arts electives are offered. Spanish and Japanese are our foreign language offerings.

Bridges competes in the California Interscholastic Federation (CIF) in basketball and cross-country. Other school activities include Outdoor Education and other off-campus field trips, Yearbook, Prom, various school clubs and our Service Learning program. All students must complete a minimum of 30 hours of community service in order to graduate.

Bridges offers college counseling and placement assistance. Since our first graduating senior in 1996, graduates have been accepted at virtually all Cal State and UC schools, as well as universities and four-year colleges throughout the nation. Graduates also have attended colleges that specialize in music, art and technology.

High School Graduation Requirements

• English—4 years
• History—3 years (we prefer four)—1 U.S. history, 1 non-U.S. history, 1 economics/government
• Math—3 years (we prefer 4, at least through Algebra 2)
• Science—2 years of lab science (we prefer three: 1 biological, 1 physical)—1 bio lab science, 1 chemistry, 1 physics
• Language—3 years or through level 3 proficiency (we prefer 4 years). Bridges currently offers Spanish and Japanese.
• Physical Education—2 years
• Visual/Performing Arts—1 year (Bridges currently offers art, music, a combined theory and performance class, and yearbook.
• Bridges currently offers film studies and drama (either must be taken for a full year)
• Bridges offers honors classes in Biology, H.S. English and H.S. History
• Selected students may take the AP exams in designated classes through independent study
• Electives: Bridges currently offers music (a combined theory and performance elective) and yearbook
• Sports: Bridges currently offers basketball and cross-country and participates in California Interscholastic Federation competition in these two sports.
• Service Learning: Students are required to complete and document 30 hours of community service

Technology At Bridges

Every classroom and office at Bridges Academy has both wireless and hard-wire internet access. Many of our classes are designed to enhance on-line research skills – not only searching for information, but also critically examining quality and relevance. Other technology classes include (or have included) web design, 3D animation, computer programming and audio/video editing. Core classrooms are equipped with Smart Board Technology.

Student Personal Computers

Every Bridges student is required to own a laptop computer, and many classes require it to be brought in every day, just like a textbook, for Internet research, keyboard skills, essay writing, science and math graphing, and other purposes. Each student’s laptop should be equipped with Microsoft Office, a network adapter, an up-to-date operating system, software for word processing and data management, and enough memory and computing power to do reliable work at useful speeds.

E-Mail and Web Access

Bridges has both parent and student email discussion groups for school-related information and general announcements. In addition, each teacher has a separate email group for his/her classes. Teachers also have web sites or blogs where students and parents can access information and resources.

Bridges Academy maintains a public web site at www.bridges.edu to provide information for current and prospective Bridges families, such as the school’s history, policies, faculty members, courses, and fees. In the High School (in addition to the email groups), Bridges relies upon technology for frequent, often daily, private communication among parents, students, and teachers about schedules, attendance, assignments, grades, progress, and teacher comments. This is done through a secure web service called PowerSchool. Tutorial sessions and passwords are provided when a family joins the Bridges community.

Philosophy

We recognize that the cognitive, psychological and physical needs of twice-exceptional students are often profoundly different from those of their neuro-typical peers. We understand that their asynchronous development does not follow the same pattern as their non twice-exceptional peers. We recognize that difficulties in one or more areas do not in any way preclude the existence or the enormity of their gifts and talents in other areas. Therefore, we believe the following:

  1. 2e students thrive academically and socially when classes are small, instruction is differentiated, and the environment recognizes and respects both gifts and differences.
  2. 2e students need intellectual, social, and emotional peers to stimulate learning, to create friendships, and to grow.
  3. 2e students require faculty and staff members who are highly intelligent and patient, who respect student abilities, and who perceive students as talented young people with great potential.
  4. 2e students thrive when parents understand and accept that their children are unique and capable of forging their own identities and futures, and when parents become opportunity makers, role models, and partners in learning.
  5. Communities that value these students for who they are and define them not by what they cannot do, but by the extraordinary things they can do, best facilitate social, emotional, and academic development for 2e students.
  6. Collaborative processes involving parents, faculty, administrators, and professionals best support student progress.
  7. 2e students thrive when they become aware of their strengths and challenges, self advocate, and become the principal architects of their lives.

Bridges Academy’s Learning Expectations

Bridges Academy Student-Parent Handbook [Download PDF]