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What is Bridges ?
How does Bridges work ?
Who is eligible ?
Admission Requirements
Program Requirements
Program Regulations

What is Bridges ?

Bridges is an instructional program for students with mild learning disabilities designed to meet the unique educational needs of students who have difficulty working independently and who require additional academic support in the basic areas of English, Spanish, and Math.  The program is available in grades 1-11 and will run during regular school hours.  In order to provide the service, the student’s program needs to match the Bridges program schedule.  This service is also limited to the Bridges faculty available and the number of students enrolled.

How does Bridges work ?

Students remain integrated with their peers in a regular classroom except for the subjects English, Spanish, or Math, in which the student requires additional support.  Students will go to a resource room daily for the duration of the school year.  Trained and/or licensed teachers will provide small group instruction.    For grades 1st to 6th clear goals and measurable indicators of success will be developed for all participating students (English, Spanish, and Math) and these will be clearly communicated to parents at the end of the school year.  Parents play a major role in this program and will be required to follow-through on the recommendations for enhancing the education of their children.  For grades 7th to 12th the course syllabus (available through Ed-line) will be the educational resource to follow for English, Spanish, and Math. The college preparatory curriculum standards of Cupeyville School will continue to serve as the framework for instruction.

 

Who is eligible ?

Bridges will serve students in grades 1-11 who have been identified as having a mild learning disability, and/or a mild attention deficit disorder.  Enrollment is limited and Cupeyville School reserves the right to accept applicants for whom the program is best suited.

 

Admission Requirements

  • At the time of completing the Pre-Admission Application, the parent must mark the placement for Special Ed in order to inform that the new student has been diagnosed with a condition.
  • Candidates for the program must comply with general admission requirements and parents must submit a copy of psycho-educational evaluation that includes the diagnosis.
  • A completed Mental Health Professional Treatment Summary Form.
  • All other evaluations/recommendations by any support professionals who have evaluated/or seen the student (i.e. speech therapist, occupational therapist, neurologist).  

Priority will be given to students presently enrolled in Cupeyville School.
Courses will be offered if we have an enrollment of 5(five) students or more.

Program Requirements

  • Children who are accepted to the program must be seen regularly by a mental health professional, not only to monitor medications, but also to help the child handle the interpersonal, social and, self-esteem challenges that are experienced by children with learning difficulties.
  • The child’s mental health professional must be willing to work closely with staff, by sharing helpful information by letter or phone with the Bridges Coordinator or Counselor.
  • Parents must be willing to make arrangements for the mental health professional to come to school when needed to explore strategies and recommendations with staff, coordinator, and counselor.
  • All medication and/or treatment plan changes must be immediately reported by parents to the coordinator or counselor.
  • Parents must commit to provide any service/therapies recommended by the health professionals and/or by Bridges Coordinator.
  • A student registered in the program must remain in it for the entire school year.

Program Regulations

  • Cupeyville School and the Bridges Program reserve the right to deny registration to, or to expel any student at any given time during the school year for the following reasons:

    • A student is verbally, physically and/or psychologically aggressive toward another student, a staff member or him or herself (i.e. student is actively suicidal).
    • A student has been referred by the school or by an outside mental health professional for a mental health intervention (i.e. medication or treatment), but the parent/guardian refuses to comply or withdraws the student from treatment before the school determines any significant change/improvement has been achieved.
    • A student is actively participating in treatment but the school determines that no significant change/improvement has been made and the school is not the appropriate placement for the student.
    • That it becomes apparent, after the child has been accepted into the program, that his learning/conduct/emotional challenges are greater than the program can work with.
    • A parent / guardian disagrees with the Program recommendation that the student continue in the Bridges Program.

    Reasonable Accommodations for Students with learning disabilities.

    An accommodation is any change in the learning environment, or in the way things are customarily done, that enables an individual with a qualifying disability to have access to education or to perform the duties or tasks required by the school. (The Americans with Disabilities Act of 1990, ADA)
               
    All students who need reasonable accommodations during the school year must provide a certificate from a Mental Health Professional (psychologist, neurologist, or psychiatrist) stating the diagnosis of the learning disability that justifies the services.  To provide the accommodations parents must:

    1. Write a letter to all the grade level teachers and the Bridges Program requesting the accommodations.
    2. Include a copy of the diagnosis of the student’s disability and the required accommodations from the Mental Health Professional.
    3. Provide the above information every school year even if the condition has not changed.

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