Bridges Middle School

I feel a responsibility to speak candidly about systemic issues that impact both staff and students at Bridges Middle School. Despite public branding as an inclusive, neurodiversity-affirming program, the reality behind closed doors tells a different story.
Bridges uses little to no curriculum designed for students with learning differences. Most of the curriculum is purchased from Teachers Pay Teachers and modified by teachers who have received little to no training on modification. Historically the educators at Bridges have not been licensed in special education, they are general education teachers and are not given training on the best practice for teaching students with learning differences. These are massive oversights on the part of Bridges admin. With families paying $32,000 a year, families DESERVE highly qualified educators with well vetted curriculum.
Teachers are regularly excluded from the development of Behavior Support Plans (BSPs), yet are held solely responsible for implementing them—even when the plans do not reflect the actual classroom dynamics or needs. Staff receive no formal training in positive behavior supports, yet are expected to manage increasingly complex situations without adequate tools or collaboration.
Safety protocols are also deeply concerning. In my time there, serious incidents—including students choking peers with stools, students threatening to shoot other students—were met with little to no follow-up or planning for future safety with teachers. Everything admin does is behind closed doors with no staff insight. Teachers were left without guidance or support, placing both students and staff at risk.
Bridges admin engage in a troubling pattern of discrimination. This has resulted in multiple years of a revolving door of staff lay offs or very skilled and qualified educators and mental health providers leaving. This past year, only staff with disabilities were terminated. All of us were terminated because of symptoms associated with our disabilities. Legal action has been taken by more than one former staff member. Meanwhile, the head administrator—who publicly identifies as a “neurodivergent coach”—regularly engages in discriminatory practices. Even more alarming was the administrators response when staff presented clear, documented evidence disproving false accusations made by her. Rather than correcting the record or engaging in good-faith dialogue, leadership explicitly instructed staff to stop providing evidence that contradicted her claims. This not only undermines trust but also promotes a culture where misinformation is allowed to flourish unchecked. As a prominent figure in the disability community in Portland, her actions are deeply hypocritical and harmful , particularly within an organization meant to serve disabled students.

It’s worth noting that the principal, also teaches future teachers at a prominent university. Yet at this school, that same individual has overseen practices that marginalize and push out teachers. Due to complex trauma she is unable to say no to anything. Thus she over commits, is not able to live up what she has taken control over, and blames staff from the fall out from this over commitment. She makes decisions based on which parent is the most dissatisfied versus what is best for students. The result is a revolving door of staff and a loss of continuity for students who need it most.
Overall, families are misled. Bridges does not offer “rigorous and relevant curriculum aligned to standards, measurable outcomes, professional development, and/or equitable access to educational opportunities.” Bridges also does not engage “in a culture that respects individual differences, includes fair treatment, honesty, openness, and integrity.” When conflicts arise from this lack of transparency, administration often pits teachers against families, does not allow them to participate in meetings with the families.
While I believe that there are admin that truly want Bridges to engage in the above practices that they claim on their website, longer serving admin are hamstringing that process.

This school lost it's entire veteran staff over two years . The program is fractured with inexperienced staff. Check carefully with providers and other sources.