• Student Reading

    Individualized Learning Plans (ILP)
    ILP’s guided by the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students, student achievement and observations by the classroom teachers, are designed to help students achieve personal goals. These goals can be created to support academic and/or social emotional development with specific emphasis on the needs and interests of each student. Goal development will take place during the first parent teacher conference of the school year with continued communication with families throughout the school year.

    Portfolio to Document Student Advancement
    A portfolio of student learning will be developed for each student to document their thinking and learning achievements during their time in the THINK program. Work samples as well as Individualized Learning Plans will be included and shared with families to celebrate milestones in student development. The portfolio will also allow students an opportunity to recognize accomplishments and reflect on their development as a scholar.

    Parent- Teacher- Student Conferences
    Formal parent-teacher-student conferences will take place twice a year during designated district conference times. Conferences within the THINK program are designed to celebrate achievements, discuss student growth data and set goals for continued academic and/or social emotional development. Additional times for informal or formal meetings will be available depending on the needs of students and their families.

    Deep Conceptual Exploration and Accelerated Learning
    Student-centered thematic interdisciplinary instruction will engage students in learning experiences that will foster critical and creative thinking. Integral to activating higher order thinking and developing expertise will be the integration of:
    The Prompts of Depth and Complexity, Thinking Like a Disciplinarian, Universal Concepts, Readers/Writers Workshop, Project-Based Learning, District Adopted Curriculum combined with many, varied resources and student readiness and interest.

    Social Emotional Learning Integration
    Developing creative thinkers, problem solvers and scholars requires deliberate practice of the ways experts behave and communicate. To help with the social-emotional development of students in the THINK program, purposeful planning of lessons with a goal of social-emotional development will be integrated into the school day. Specific curriculum will be utilized to help students become self-regulated, independent learners who are thoughtful members of a classroom community. Additionally, students will learn to develop the habits of a scholar by practicing the following behaviors: Academic Humility, Intellectual Risk-Taking, Academic Preparation, Ponder Ideas, Intellectual Curiosity, Use of Many and Varied Resources, Consider Multiple Perspectives, Exercise Intellect, Goal Setting, Save and Organize Ideas, and Persevere in Learning.

    Passionate Teachers and Optimal Class Size
    Highly qualified, experienced teachers who are excited about teaching gifted children are central to the THINK program. Chosen because of their love for teaching and positive student-family relationships the THINK teachers bring to the program expertise as educators with training in gifted education. The program also boasts optimal class size:
    Kinder Prep- 15:2 Student: Teacher Ratio with one teacher and 1 paraprofessional
    Kindergarten- 18:1 Student: Teacher Ratio

    Transportation
    Transportation between HUSD schools to attend Bridges for THINK is available from any HUSD school. Students may take a school bus from their home school to Bridges daily. Pick up and drop off information is provided by the transportation department.