Bridge School

TO EDUCATE CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENTS.

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 IN 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, AND 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 EIP REVIEW ALONG WITH DATA/INFORMATION COLLECTED ON THE GOALS AND OBJECTIVES IMPLEMENTED FOR EACH STUDENT. GUIDING PRINCIPLES: 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.

OUTREACH AND DISSEMINATION: THE BRIDGE SCHOOL'S MISSION IS TO IMPROVE THE QUALITY OF LIFE FOR INDIVIDUALS HOW 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 AND 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.

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.

OTHERS: RESEARCH PROGRAM