Current Families » Annual LCAP 2018-2019

Annual LCAP 2018-2019






Measurable Outcomes


Increase achievement in English Language Arts and Math for all students. The percent of all students and the percent of each significant student group - Socioeconomically Disadvantaged (SED), Students with Disabilities, Hispanic – who Meet and Exceed Standards will increase on CAASPP by 2% over the prior year grades 3 - 8.


% Meet & Exceed           2017 Actual   2018 Goal (+2%)     2019 Goal (+2%)



ELA All Students                67%                           69%                                       71%

ELA SED                            67%                           69%                                       71%

ELA Disabilities                  64%                           66%                                       68%

ELA Hispanic                     56%                           58%                                       60%



Math All students               47%                           49%                                        51%

Math SED                          40%                           42%                                        44%

Math Disabilities                47%                           49%                                        51%

Math Hispanic                   62%                           64%                                        66%


Measurable Outcomes

As measured by Bridges Common Assessments in Reading and Writing, by June 2019, at least 71% of all K-8 students will be meeting or exceeding grade level. In Math, at least 51% of students will be meeting or exceeding grade level by June 2019.


As measured on Raz Kids, student who attend school level intervention program for ELA or Math will show improvement of 20% between the pre and post-test.


By Spring of 2019 all identified English Language (EL) students will increase language skills by 1 level in 2 out 4 categories



    1.1 Adopt new common assessments and administer Bridges Common Assessments (Reading, Writing, Math) that are aligned                with CAASPP at least three times per year according to Bridges annual assessment calendar.
     1.2 Conduct 4 hours of PD focused on “practices” that overlap among disciplines (math, reading, writing, and science)

1.3 Collect student performance on Common Assessments by reporting periods throughout the year; analyze data using a PLC model; and track student progress with electronic “data walls.”

1.4 Utilize Student Study Team (SST) to provide strategies to address student needs in the classroom and to schedule additional support by Intervention staff.

1.5 Provide 8 hours of Professional Development in ELD/SDAIE Methods, Scaffolding, and Universal Design to promote in-classroom Tier 1 differentiation to address student needs including the needs of English learners.

1.6 Increase school level intervention services for Math, ELA and ELD by 40% including push-in and pullout intervention with RTI Teacher and Resource Teacher.

1.7. Form a cross-grade level math committee that meets monthly to research and apply new practices for teaching and learning math that will increase engagement and achievement for all students.

1.8 Coordinate and provide supplemental intervention services: Social Emotional Services Specialist, academic and EL intervention teacher(s), counseling and social skills services, occupational therapy, speech and language and resource specialist.

1.8 Professional development logs will be maintained to include formal training, informal faculty meeting in service, independent professional development (on-line research) and focused collaboration time with colleagues – both scheduled and unscheduled, with a goal of 50 hours per teacher per year.

1.9 Provide frequent student progress information to parents using electronic data systems and other communication methods. Implement consistent methods for weekly communication about student progress across grade levels.


Summary of Professional Development:, Data analysis, instructional differentiation, UDL, ELD/SDAIE, intervention and student progress monitoring, CCSS Aligned Math Strategies, referral process for services.





Measurable Outcomes


100% of Bridges classroom teachers will receive professional development on California Common Core Standards, Mathematical Practices as defined in CCSS’s, Next Generation Science Standards and related CAASPP assessment strategies, as evidenced by professional development logs and faculty meeting agendas


Bridges classroom teachers in grades 3-8 will indicate on a year-end survey a 20% increase in implementation of digital literacy standards.



2.1 Continue to refine year-long curriculum maps for ELA, math and science that include digital literacy standards and that are in alignment with CCSS and NGSS.

2.2 Provide 3 hours of professional development on integrating K-8 digital literacy/technology standards and 21st century skills expectations for each grade level.

2.3 Implement at least two project-based learning units per grade level that are interdisciplinary and aligned with 21st century learning. Teachers will utilize school-wide rubrics to assess student projects/presentations and 21st century skills.

2.4 Teachers will input student achievement data from 21st century rubrics into data tracking system for analysis in PLC groups.

2.4 Monitor implementation of STEMScopes curriculum to ensure that all science units are inquiry-based across all grade levels.

2.5. Analyze data from benchmark assessments three times annually in grade level teams in order to adjust instructional practices and improve student learning.

2.6. Teachers will make explicit to students their Common Core and NGSS aligned learning objectives, and students will be able to state the objective in 2 out of 4 instances when asked by observer during informal classroom observation.


Summary of Professional development: Common Core Standards, Digital Literacy, NGSS and assessments, project-based and inquiry-based learning, STEMScopes, identification/tracking of 21st Century skills and grade level technology competencies for students, learning objectives.


GOAL 3: PROVIDE AN EFFECTIVE ENVIRONMENT FOR LEARNING BASED ON WHOLE CHILD TENENTS   (healthy, safe, engaged, supported, challenged) AND THE BRIDGES CHARTER “EXPECTED SCHOOLWIDE LEARNING RESULTS” (academic standards mastery, oral/written expression, critical thinking/reasoning, creativity, personal responsibility, social-emotional growth)


Measurable Outcomes


85% of students (grades K- 8) will set and evaluate their own learning and personal growth goals each reporting period.


      Increase student attendance. ADA of Bridges’ classroom-based programs will increase by .3% over prior year from ­­­____ to                         ­­____%       k-5 and from ___% to ___% at grades 6-8.


      Suspension/expulsion rates will be less than 3% of enrollment annually.



      Parent satisfaction survey will indicate that at least 70% of respondents “agree” and “strongly agree” that Bridges is effective in                 the following areas:

                                    2017-2018 Results – N= 87:

                                                      82% student instruction, engagement, support, and challenge with learning

                                                      76% social-emotional learning and conflict resolution and skill development

                                                      69% healthy and safe school climate

                                                      78% parent involvement in meaningful way

                                                      83% communication, organization, and administration


        The percentage of unique Bridges volunteers will increase by 5% from 304 as measured by volunteer sign-in records.


        Parent participation in leadership activities such as PAC, PMC’s, Board or other school committees will increase by 10% from                    64 as evidenced by sign-in/attendance records.



3.1 Provide parent education regarding:  

  • Importance of attendance on learning and funding with communication that is relatable.
  • Provide training for teachers on planning for parent volunteers in classrooms.
  • Bridges governance structure and organizational chart to help direct inquiries and concerns.
  • Pathways to volunteering and parent involvement.
  • Preparation and guidance with classroom volunteering and training for school level volunteer programs
  • Parent meetings with administrtion for mid-year enrollees
  • How to support learning and conflict resolution while volunteering
  • Student behavior expectations and school-wide discipline plan

      3.2. Train and review with teachers during preservice: Whole Child tenets, conflict resolution/circle, growth mindset, and strategies for       effectively utilizing parent volunteer resources.

      3.3. Classroom teachers in grades 1-8 will integrate an appreciation and concern circle at the end of the day in every grade (1-8) at least 3 days per week.

      3.4 Teachers and other staff will facilitate conflict resolution as a first step to solving social challenges with students before referring students to the office.

     3.5 Educate the community about the impact of attendance on learning and funding, revise policies as necessary, coordinate and conduct attendance concern conferences; continue use of Student Review Team (SART), and process referrals to home districts.

    3.6. Monitor implementation of social-emotional (SEL) learning curriculum with student council leaders and track student progress through the Healthy Kids Survey.


Summary of professional development for staff: Whole Child tenets, conflict resolution, circle and council, strategies for using parent volunteers effectively, implementation of social-emotional growth curriculum, SART process, discipline referral process.