JUHSD presents Bridge program update; students call for more seats, dedicated teachers

The Jefferson Union High School District on March 27 presented an update on the Bridge program, its district-run pathway for older recent immigrants learning English, and heard students describe how the small, campus-based program has helped them prepare for graduation.

District officials said Bridge — a program modeled on San Mateo Union High School District’s approach and currently housed administratively at Thornton Adult School — is designed for students who arrive at 17 or 18 with little transferable credit and novice English proficiency. Deputy Superintendent Corinne Baca introduced the program and turned the presentation to Dr. Lori Robinson, who leads English Learner services.

Robinson told the board that the district is seeing a decline in newly registered multilingual learners this year, and she said local enrollment trends may have been affected by national immigration rhetoric and policy changes. “It doesn't feel, I think, probably to some of our families that previously would have registered with us a friendly environment currently, and so I don't believe they are sending their students in the same numbers,” Robinson said. She said the district had expected to fill roughly 25 Bridge seats and instead enrolled about 13–14 students this year.

Nut graf: The presentation framed Bridge as an individualized pathway that combines small-class instruction, online coursework for some subject areas, and experiential activities — and it asked the board to support modest growth (additional seats and at least one more certificated teacher) so the program can offer lab-based science and athletics comparable to students at larger comprehensive sites.

Robinson described how students take math and science through online platforms (CourseArc/Apex) and said staff are working to expand hands-on learning, citing a recent remote-control car engineering project and “Fun Fridays” to provide art and music. She said staffing limits — the program currently relies on two teachers who split district roles — constrain offerings and that the district is pursuing a wellness intern to provide counseling supports in 2025–26.

A panel of Bridge students spoke to the board and described the program’s impact. One student, identified by staff as Emerson (also referred to as Ernesto in earlier materials), told trustees that English language barriers and transportation were early obstacles after arriving, and that the program’s instruction and adult supports helped him continue toward a diploma. Another student urged the district to add a classroom and a dedicated science teacher because “Apex is not the same when we have a teacher specifically to teach the class.” (Student remarks were translated for the board and recorded; the district used a live translation device during the presentation.)

Board members and student trustees praised the program and asked targeted questions about next steps: how enrollment can be increased, how Bridge students might take extracurriculars at nearby sites such as Westmore, and what staffing or facility changes would be required to expand the program. Several trustees said they were moved by the students’ presentations and expressed support for exploring additional FTE to meet program needs.

Ending: Robinson asked the board to consider growing the program so it can serve more students who arrive late in high school with limited English. Board and staff said they will discuss options during spring budget planning and the forthcoming needs-assessment process that Treasurer/Business staff plan to complete by April.