SELF-REPORTED INDICATORS

Schools may choose to describe up to two additional pieces of information about how their school is supporting students. These self-reported indicators are not factored into school accountability calculations but provide the opportunity for schools to highlight successful programs or practices in addition to the indicators included in school accountability.

SCHOOL-LEVEL FACTORS STEM for All New Bridge provides STEM instruction to all students at all ability levels. We believe that as we tap into students’ exploratory natures, we can engage them in learning that feels like play, and encourage them to keep discovering. We strive to develop a design-thinking mindset by engaging in compelling science and engineering activities, projects, and problems that build upon each other and relate to the world around them. They become creative, collaborative problem solvers ready to take on any challenge. We use teaching methods in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. New Bridge has received the Utah STEM Platinum designation and has been recognized for being a PLTW (Project Lead the Way) Distinguished Launch School four years in a row. During the most recent shortened year, students at New Bridge completed over 1200 science and engineering projects. All students designed & printed 3D models to demonstrate understanding of new concepts, such as Utah land form variations. All students K-6 learned basic coding and worked at various levels in robotics which allowed them to see their thinking in a real way as they went through trial and error until a task was accomplished. Teachers continue to adapt STEM practices to meet individual needs of students so that all students may participate in a physically and emotionally safe environment. Perf Ind 1.pdf

INSTRUCTIONAL FACTORS Read, Lead, Succeed New Bridge has been highly focused on building early foundational literacy skills that prepare students for the rigor of problem-based learning and extending those reading skills in upper grades. Teachers participate in regular sessions of professional development to improve reading instruction and student outcomes. Some of our current literacy practices are: *Individualized student goal setting in Acadience *Daily research-based phonemic awareness, phonics and fluency routines in K-2 such as Heggerty, ECRI, and Wonders phonics *Skills based small literacy groups for all K-3 students such as ERI, UURC Early & Next Steps *Opening and developing a love for the world of literacy to all students through One School, One Book Literacy Nights; Author & illustrator visits; Book Making Projects; Golden Coin awards (for a new book); Individualized reading learning paths; Partnerships with community agencies such as the Treehouse Museum; K-2 teachers professional development to deliver effective reading instruction through LETRS training - 11 teachers; Integrated reading comprehension and writing with engineering and science curriculums such as NSTA literacy based science and Project Lead the Way New Bridge remains committed to providing the best literacy instruction possible so that all students become leaders of their own learning and progress and then succeed in those efforts.