Wooster School Bridge Program

Wooster School Bridge Program Wooster School Bridge Program Overview The Bridge Program is a highly successful, grades 6-12, immersion program at Wooster which provides coordinated services to students with language-based learning disabilities. The program is designed to allow these students to fully engage in a secondary school experience designed to maximize the development of their many strengths while fully supporting them in those areas which are impacted by their learning challenges. The program leverages Wooster School’s commitment to building independence and agency in its students, and fully prepares its Bridge students for college matriculation and a life of learning. A number of our current Bridge Program students have entered the program from Windward School, The Southport School, Eagle Hill School, and other mainstream public and independent school environments. To date, all of our Bridge graduates are attending, and thriving, at competitive four-year colleges.

A Wooster Student in the Bridge Program It is important to emphasize that Bridge students are Wooster students first, so all are also expected to be active, thoughtful members of our community who have the qualities of kindness, compassion, and resilience that we expect in all of our students. Wooster School believes that all students have what is called a “jagged” learning profile. Each student has strengths, weaknesses, and gaps in his/her learning. Each student has different passions and interests. Each student has a slightly different learning trajectory given a particular concept or skill. When you plot all of these different points on a graph, and factor in the context of the learning environment and each student’s personal circumstances, what you see are peaks and valleys, hence, a “jagged” profile. There are no “typical” students at Wooster School -- each is unique. So, the only difference between a non-Bridge student and a Bridge student is the likelihood that the Bridge student’s valleys, or challenges, are likely to be tied to their learning disability. That said, our Bridge students peak in all sorts of ways - in math and science, in the arts, athletics, leadership, etc. -- just like our non-Bridge students.

The Profile of a Bridge Student While the characteristics of a “typical” Bridge student will vary depending upon age, development, and each student’s unique strengths and areas of need, there is a broad profile within which each student functions. First, students entering Bridge at the middle school level must have the skills and dispositions to successfully participate in two grade-level academic classes with support. Normally we recommend the Science and Social Studies classes. This requirement is relative to grade level; the minimum being two classes for students entering at the sixth grade level, three for seventh grade, and four for eighth grade. All high school level Bridge students are fully mainstreamed.

The Profile of a Bridge Student Typical Bridge students also have a diagnosed language-based learning disability. While Bridge students may have struggled with various aspects of their learning, they are generally students who have an active disposition and are eager to seek out the help and support that they need to become more successful. Bridge students also can be quite strong in academic disciplines which are less language and/or math-focused. In fact, a number of our current Bridge students are enrolled in Deep Learning Initiative (DLI) courses across disciplines.

The Structure of the Bridge Program The Bridge Program is based upon an approach to teaching and learning that relies upon a coordinated services model. The services are delivered in what is called a “gradual release model,� meaning that as students progress through the program, they are expected to become stronger self-advocates and better independent learners. Students meet with their Bridge teachers outside the typical learning environment for reteaching, skill-based learning opportunities, and work on executive functioning -- al related to the specific learning goals of their academic disciplines. Bridge teachers also push in to Humanities and STEM learning environments to support Bridge students.

The Structure of the Bridge Program Bridge teachers also collaborate with core academic teachers to ensure that they are aligning the focus of their work with what is most important in the context of each individual class. Finally, Bridge teachers help to manage testing protocols, if appropriate, and are key supporters of the college planning process. At the root of the Bridge approach is the building of metacognition and the nurturing of student independence and agency; Bridge students learn how to understand what they need to improve their learning, how to seek out what they need, and how to manage their time.

Wooster School 6-12 Bridge Program Leadership The Co-Coordinators of our program are JoulĂŠ Bazemore and Barb Coleman. Barb and JoulĂŠ have been the bedrock teachers of the Bridge Program since 2014 and both have been key contributors to the redesign of the Prospect Program into the 6-8 Bridge Program.

The Structure of the Bridge Program: Middle School Sixth Grade

Seventh Grade

Eighth Grade

Bridge Classes: Literacy Class Support Class

Bridge Classes: Literacy Class Support Class

Bridge Classes: Support Class

Mainstreamed w/ support: Earth Science, Social Studies

Mainstreamed w/ support: Life Science, Social Studies, Possible mid-year English transition

Mainstreamed w/ support: Life Science, Social Studies English, Math

Mainstream w/out support: Art, Physical Education, Maker/Technology, Performing Arts

Mainstream w/out support: Art, Physical Education, Maker/Technology, Performing Arts

Mainstream w/out support: Art, Physical Education, Maker/Technology, Performing Arts

Flexible Placement: Bridge Mathematics or Mainstream Mathematics

Flexible Placement: Bridge Mathematics or Mainstream Mathematics

Remediation: Orton-Gillingham integrated into Support Class

Remediation: Orton-Gillingham and other methodologies integrated into Support Class

Remediation: Orton-Gillingham integrated into Support Class

Wilson Reading available at additional cost via Wooster School Tutoring Center*

Wilson Reading available at additional cost via Wooster School Tutoring Center*

Wilson Reading available at additional cost via Wooster School Tutoring Center*

*Because of scheduling and tutor availability constraints, we cannot guarantee Wilson services during the school day.

The Structure of the Bridge Program: Upper School Ninth and Tenth Grade

Eleventh Grade

Twelfth Grade

Literacy: 4 times per week

Literacy: 2 times per week

Skills Instruction: 2 times per week

STEM: 4 times per week

STEM: 2 times per week

Consultation: 2 times per week

Similar course load as peers (Humanities, Science, Math, Art/Makerspace/Health)

Similar course load as peers (History, English, Science, Math)

Similar course load as peers (History, English, Science, Math)

Foreign Language Waiver

Open to Foreign Language Course

Open to Foreign Language and DLI Courses Additional support by appointment Objective: Reflect the type of support available at the Postsecondary level

Check--ins: Content Area Teacher Support (Wednesday Afternoons) Space and proctoring available for extended time and separate location accommodations for testing associated with core classes

College Admissions Because the ultimate goal of the program is to prepare students for success as independent students in college, the program includes elements of support through the college admissions process. Here are examples of colleges and universities to which Wooster Bridge students have been accepted: American University, Bryant University, Hobart and William Smith Colleges, University of Maine, University of New England, University of New Hampshire, University of Rhode Island, Roger Williams University, Quinnipiac University, Syracuse University.

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