2023-09-06T17:30:03-05:00 2022-07-31 dr-4683-ca SEILER LLP THREE LAGOON DR STE 400 REDWOOD CITY CA 94065 990 2021-08-01 954068784 THE BRIDGE SCHOOL % DR VICKI CASELLA BRID 6506967295 545 EUCALYPTUS AVENUE HILLSBOROUGH CA 94010 DR VICKI CASELLA EXECUTIVE DIRECTOR 6506967295 2023-08-15 true DR VICKI CASELLA 999009999 DEBRA K MCCALL P00998198 6503654646 2023-08-15 2 2021 2023-04-26 12:10:37Z DR VICKI CASELLA 545 EUCALYPTUS AVENUE HILLSBOROUGH CA 94010 3567000 false X WWW.BRIDGESCHOOL.ORG X 1986 CA To educate children with severe speech and physical impairments. 15 15 28 5 0 699810 1303343 772893 535355 2872086 1305542 28678 29172 4373467 3173412 0 0 0 0 2248276 2428808 0 0 32668 645063 756617 2893339 3185425 1480128 -12013 27783320 23132774 212916 235537 27570404 22897237 X TEACHING AND ENSURING THAT CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENTS ACHIEVE FULL PARTICIPATION IN THEIR COMMUNITIES THROUGH THE USE OF ASSISTIVE TECHNOLOGY AND THE DEVELOPMENT, IMPLEMENTATION AND DISSEMINATION OF INNOVATIVE EDUCATIONAL STRATEGIES. false false 1702461 511055 Education: The Bridge School's education program provides intensive intervention in education and communication to students with complex communication needs and severe physical impairments. The school program serves children in the San Francisco bay area and operates from 8:30am until 3:00 pm on a 180 day academic year. Two classrooms serve 14 children ranging in age from 3 to 14 years. The educational curriculum is based on core standards established by the California Department of Education. Delivery of the curriculum is ensured through innovative teaching and communication techniques and assistive technology. Students have age-appropriate inclusion opportunities in general education classes at North Elementary and Crocker Middle Schools. The Bridge School's education program is designed to support the following general outcomes for each enrolled student. Students will: 1. develop competence using augmentative and alternative communication systems and strategies, 2. have clearly defined strategies for participation in the general education curriculum and classroom activities, and 3. have gained access to instructional materials through assistive technology applications. Comprehensive assessments are conducted with each student by the educational team, which may include a special educator, a speech and language therapist, an assistive technologist, and/or ancillary support staff. These assessments are conducted during the first year of enrollment, at the time of the child's triennial review, and prior to transition. The assessment information is incorporated into the educational narrative for the annual IEP Review along with data/information collected on the goals and objectives implemented for each student. Guiding principals: The Bridge School's education program is based on the principal of providing access to and participation in a state approved, age-appropriate curriculum adapted to the special needs of children with motor, sensory, and speech impairments. Our overall motto, participation through communication, is supported by our focus on developing augmentative and alternative communication systems for all students within the context of an academic curriculum. The educational program is designed to: 1. assist students in developing competence in using AAC systems and strategies, 2. provide students access to a general education curriculum through active participation in all classroom activities, 3. maximize each student's educational potential by providing access to assistive technology for learning and tools for literacy development, 4. transition students to their home school districts in the least restrictive environment once they achieve competence with AAC and technology for learning, and 5. provide long-term support to students and their educational teams in the home school district placement. 281808 24300 Outreach and Dissemination: The Bridge School's mission is to improve the quality of life for individuals, how to use augmentative and alternative communication (AAC) and assistive technology (AT) globally. Key to achieving this mission is the global dissemination of effective intervention strategies developed and tested in our educational program to parents, professionals, and users of AAC/AT. Various avenues are used in our dissemination efforts including an international teacher-in-residence program, our AAC by the bay conference, our adult activity group, and our information-rich website. Our staff presents at numerous professional conferences; we publish articles in referred journals; we train individuals from Universities and every other year, we host a professional from a developing country as a teacher-in-residence. This professional studies with our staff from 7 to 10 months, attends local university classes, visits comparable educational programs, and participates in professional conferences. When the teacher-in-residence returns to his/her home country, they work with their local support network to disseminate the strategies they have learned from their experiences during their residency. The Bridge School follows up with an in-country visit to provide site-specific training, conduct local and regional workshops, provide demonstration teaching, respond to radio and TV interviews, and participate in organized conference events. All of our outreach and dissemination efforts are designed to have global impact on the education of children with severe speech and physical impairments. 216755 Transition: The Bridge School is a transitional placement for children. Our goal is to provide short-term, intensive intervention aimed at preparing the children to return to their home school district placements as quickly as possible with the skills they need to be successful participants in their educational and social situations. Providing support services when the student leaves the Bridge School is critical to their success. as the student develops his/her communication skills within The Bridge School environment, work also moves forward in the area of transition. When the individualized education program team (IEP) determines that a student is ready for transition, our transition team works collaboratively with the parents, the school district professional and the student to secure an appropriate placement of the student. While at The Bridge School, each student spends a percentage of his/her day in a general education classroom environment. Our partnership with the Hillsborough City School district gives us the opportunity for each Bridge Student to participate in an age-appropriate classroom at North Elementary or Crocker Middle School. during these experiences, our staff is able to determine what accommodations and modifications are necessary for the student to be able to actively participate in the curriculum alongside their typically developing peers. Prior to leaving The Bridge School, transition team members work with the home school district and the parents to: 1. assess potential placements, 2. document effective strategies used at The Bridge School, 3. Identify appropriate expectations for academic and social participation, and 4. Provide guidance to staff and families to navigate the transition process. Upon transitioning, Bridge School students have access to various placement options. Many experience success in the general education environment with support, appropriate modifications, and with the aid of an instructional assistant. For a small number of students, an alternate program placement is still most appropriate. In all school districts, a continuum of services must be available and The Bridge School transition team is available to work with the former student and their educational teams, regardless of choice of placement. 214538 Others: Research Program 214538 2415562 true true false false false false false false false true true false false false false true true false true false false false false false false false false false false true false false false false false false false false false false false false false false false false false true 28 0 true 28 true false false false false false false false false false false false false false X 15 15 true false false false false false false true true false false true true true true true true true true false CA X DR VICKI CASELLA 6506967295 545 EUCALYPTUS AVENUE HILLSBOROUGH CA 94010 Vicki R Casella Executive Director 35.0 0.0 X 249730 0 15548 Rossette Elqutami Accountant 30.0 0.0 X 152432 0 5821 Jennifer Yeh Online Instructor & Web AD 40.0 0.0 X 122336 0 20865 Elisa Kingsbury SLP, Program Specialist 35.0 0.0 X 113632 0 27867 Aileen Arai Education Director 35.0 0.0 X 128203 0 6656 Ernie Capobianco President 1.0 0.0 X X 0 0 0 Brian Morton Treasurer 1.0 0.0 X X 0 0 0 Steve Atkinson Secretary 1.0 0.0 X X 0 0 0 Paula Blomquist Member 1.0 0.0 X 0 0 0 Sarah Blackstone PhD Member 1.0 0.0 X 0 0 0 Curwood Sessoms Member 1.0 0.0 X 0 0 0 Frank Deruyter PhD Member 1.0 0.0 X 0 0 0 Eric Custer Member 1.0 0.0 X 0 0 0 Frank Gironda Member 1.0 0.0 X 0 0 0 Daryl Hannah Member 1.0 0.0 X 0 0 0 Suellen Miller Member 1.0 0.0 X 0 0 0 Neil Young Chair 1.0 0.0 X X 0 0 0 Teresa Polyak Member 1.0 0.0 X 0 0 0 John Wunder Member 1.0 0.0 X 0 0 0 Amber Young Member 1.0 0.0 X 0 0 0 766333 0 76757 5 false true false 0 0 1303343 0 1303343 TUITION AND FEES 611600 535355 535355 535355 302343 302343 0 29172 29172 0 0 0 1396787 393588 1003199 1003199 1003199 0 0 0 0 0 0 0 0 0 0 3173412 535355 1334714 0 0 0 0 249610 194696 54914 0 1758559 1512637 245922 0 273547 252901 20646 147092 125875 21217 0 9289 9289 40500 40500 0 0 196788 196788 83619 47531 12911 23177 3666 3666 54753 40443 12443 1867 58550 10724 47667 159 0 153315 134586 14987 3742 22513 21790 723 0 3921 3921 0 0 24926 18442 6484 36272 21592 14680 BANK FEES 3421 3421 PROGRAM OUTING'S, STAFF APP 11453 7393 4060 LICENSES AND MEMBERSHIP 18152 9165 8930 57 PARENT'S FUND EXPENSES 4789 3735 1054 30690 10131 20559 3185425 2415562 737195 32668 91433 48133 750138 43122 153535 61250 77175 72442 0 0 0 0 0 0 0 0 194497 108286 2953155 2896928 64483 56227 26452059 22743314 0 0 0 0 0 0 0 0 27783320 23132774 212916 235537 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 212916 235537 X 13440348 11122452 14130056 11774785 27570404 22897237 27783320 23132774 -12013 -4661154 X X false true X true false X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 18408803 22653 -2689086 302658 15439712 14754518 57459 4050649 453823 18408803 11057349 2514850 1306400 124081 14754518 10560554 11400 609441 124046 11057349 9533499 18500 1008555 10560554 0.25720 0.53780 0.20500 false false 1868956 1866497 2459 1084199 1030431 53768 56227 0 0 X -1490987 -4661154 193543 -4467611 2976624 196788 196788 3173412 3182180 193543 193543 2988637 196788 196788 3185425 Part V, Line 4 Spending policy and how the investment objectives relate to spending policy. Each year up to 5% of the investment balance (calculated on a thirty-six month rolling average of the market value) will be made available for appropriation. In establishing this policy, the school has considered the long-term expected return on its endowment. Accordingly, over the long term, the school expects the current spending policy to allow its endowment to maintain its purchasing power. In some cases the donor specifies the spending policy of the fund and/or how these funds may be spent. Part X, Line 2 The school is a tax-exempt organization under the Internal Revenue Code Section 501(C)(3) and by the California Franchise Tax Board under Section 23701D. Management evaluated the school's tax positions and concluded that the school had maintained its tax exempt status and had taken no uncertain tax positions that required adjustment to the financial statements. Therefore, no provision or liability for income taxes has been included in the financial statements. true true true true true true true false false false false false false false false false false true Schedule E, Pt I, Line 3 The Bridge School publishes its non-discriminatory policy on its website, social media outlets, and on all print material to promote the school. It is prominent on the education admission criteria on the website so that parents, professionals and the general public is informed. The school does not advertise/solicitate outside of the website for students. X X X X false false false false false false false false false Vicki R Casella Executive Director 208928 0 25000 0 15802 0 13566 0 1982 0 265278 0 Rossette Elqutami Accountant 142417 0 4203 0 5812 0 4697 0 1124 0 158253 0 Form 990, Part VI, Section B., Line 11b The Taxpayer's accounting firm forwarded the form 990 to the executive director and the accountant. The executive director and the accountant then reviewed the forms and forwarded them to Brian Morton, Treasurer, Ernie Capobianco, President, and the finance committee board members for their review. the form 990 was then distributed to all board members for their review. Board members were always encouraged to review form 990 and to forward their questions to the E.D./Treasurer/Accountant. Either the E.D/Treasurer or the accounting firm addressed the questions from the board. Form 990, Part VI, Section B., Line 12c The board of directors, officers, and key employees annually receive a letter requesting that they disclose any possible conflict of interest activity. Part VI, Section B., Line 15b All salaried employees are evaluated on an annual basis and their compensation is determined by relative merit. The executive director makes recommendations to the personnel committee and that committee forwards the recommendations to the entire board of directors for a vote. The amounts of compensation are comparable to amounts paid by the surrounding school districts. Part VI, Section C., Line 19 The organization makes its governing documents, conflict of interest policy, and financial statements available upon request for the same period of time set forth in Sec. 6104(D). Form 990, Part XII, Line 2c The organization has not had any changes to its oversight process. Part VI, Section A., Line 2 Neil Young, Daryl Hannah, and Amber Young have a family relationship.