Misi Stonecipher I cannot say enough good things about Bridges Montessori.My son has been at Bridges for five years, and our experience has been exceptional. I can be very hard to please when it comes to education. I am an educator, and I was raised by an educator. That being said, I have been very impressed with every teacher my son has had at Bridges. Each of them has been very caring and knowledgeable. Also, Sally Padgett has been wonderful anytime I needed help. She has been thoughtful, kind and compassionate to our family from the very first meeting to tour the school.
Currently my son is in the middle school program at Bridges, and what a wonderful environment! The teachers are so creative with the way they present concepts and encourage hands on learning. There is no dependence on electronics to do the teaching or occupy students. They are reading real books and talking about them. As an English professor this excites me! When we came to Bridges we were leaving a terrible experience at another school. I was so nervous to take a chance on Bridges, but it was a godsend for us. My son is neurodivergent, and he has truly blossomed at Bridges. All of his teachers have been excellent in assisting him. His middle school teachers truly go above and beyond. As a result of their attention and care, he is more confident in his academic work and engaging with his peers.
5 /5
Melissa quigley My child has been attending Bridges for the past two years and is thriving ! Sally and the teachers go above and beyond,—-making this an incredible place for children to learn and grow. I highly recommend to anyone. Any concern, or questions I have, Sally and the teachers are so quick to respond and help We are so grateful for this beautiful school.
5 /5
Jessica Meier My child is a neurodivergent 6th grader. I enrolled him at Bridges for 2024-25 school year and was very transparent with some past behavior issues. Bridges seemed like a good fit as I know Montessori encourages individualized learning and smaller class sizes/more one on one interaction.
Initially Sally (head of school) said she was willing to work with us and mentioned that she thought it would be a good idea for my son to have an ABA therapist a few times a week in the classroom. She suggested I use the ABA company that already worked with the school. As I researched I had several concerns with the in-house company and chose to search for an alternative ABA company for my son.
Over the next couple months it became clear that none of the staff at Bridges have any training in how differently neurodivergent children learn, respond, and interact. (When I enrolled him I provided a detailed report from a previous evaluation, which included many suggestions as to how to help learn/navigate at school. Easily accommodated things like frequent breaks, assignments broken down into smaller parts, etc). No effort was made to learn what worked and didn’t work for his learning style. At one point they texted me at 8:20am (20 mins into the day) that I may need to pick him up because he wasn’t having a good morning and did not want to join the group. This text was accompanied by a picture of him sitting calmly at a desk with his head down.
ABA therapy was finally approved by insurance for the return from winter break in January with an RBT observing for 6 out of the 7 hours of the school day.
The week 1 report I received from the RBT was surprising and disappointing. Overall they believed he was bored. RBT said the kids spent majority of the day on computers, reading, and being lectured to. Math was primarily through a computer based program. At least two days, 1 out of the 3 upper school teachers was absent. Rather than providing a substitute the students were expected to complete quiet independent work/read for those periods. This ran completely opposite to my understanding of the Montessori method of education.
The RBT communicated that my son was never praised for accomplishments but seemed to be targeted as the instigator whenever there was any kind of issue amongst the classmates. (As a constant observer, RBT could confirm that he wasnt actually the problem).
When the RBT began, my problems with Sally also began. She questioned why the RBT was arriving ‘late’ each day (my insurance didn’t cover the entirety of each school day) and stated that my son was not allowed at school AT ALL for ANY period of time without the RBT. When I questioned what precipitated this change she stated that safety was her first priority. I asked in multiple emails, multiple times for any specific instances where she felt my son had done anything that was ‘unsafe’ towards any child or staff. (Physical aggression? Verbal aggression?) Sally could not provide a single specific example, but continued to insist that the RBT was required for the ENTIRETY of the day for him to attend. I pointed out that the BCBA, RBT, and his therapist, (who have degrees related to child behavior and are intimately familiar with his past behavior issues) did not think it necessary. Sally became increasingly uncooperative. She demonstrated an unwillingness to listen to other more educated professionals regarding the appropriate protocol. Ultimately Sally unenrolled my son. The ABA company told me ‘I have to be honest, this is some of the harshest criticism I’ve seen from a school towards a student- with no problem behaviors displayed this week’. Especially towards the end, Sally showed her true colors. She showed no compassion or concern for the wellbeing of my child and was hostile and unprofessional to the ABA company I hired for my son at her request.
I would not recommend Bridges upper school to anyone expecting an authentic Montessori experience or anyone who has a neurodivergent child.
1 /5