WAYS IN WHICH TEACHERS PARTICIPATE IN

CURRICULUM PLANNING
- Personalized approach to curriculum development provides our
educational team members with the critical information needed to make the
student curriculum as meaningful as possible. At all times, emphasis is
placed on each students’ unique needs, preferences, and abilities. Our
curriculum planning process considers our students' current levels of
performance. The team determines the ways in which each student’s
environments and communication partners may impact the student’s
participation, learning and achievement. Family members are directly
involved in educational planning.

A personalized curriculum:
• focuses on the development of communicative competence with AAC
techniques, devices, and strategies
• includes curriculum for general education for reading, math, science,
social studies, physical education, visual and performing arts
• includes specialized curriculum across functional academics, life
domains and basic skills
• builds on the student's current communication abilities
• considers the student's current and future environments and
communication partners both in and out of school
• identifies the student/family priorities
• recognizes the importance of ongoing partner training that is required
to support and maximize each students' participation across life
domains
• recognize the essential roles of assistive technologies and
communication partner training in order to access and participate in
the curriculum

In planning for curriculum and instruction for

our students, we:
• use a team approach
• use assessments that indicate the student’s current levels and lead to
specific goals and objectives
• use assessments that can be used to monitor ongoing progress
• establish expectations for students’ levels of social and academic
participation in the general education environment
 • When student is transition age, plan toward future educational settings;
The Bridge School is not designed to be a permanent placement for
any student. Central to the design of The Bridge School educational
program is the goal to return students to their home school district
with documented multi-modal strategies and systems for
communication in place as well as documented strategies for academic
and social participation.

A student uses multi-modal strategies to communicate his choices.

The same student uses his communication device to complete a writing

assignment on the computer.

Through its Transition services, The Bridge School continues to provide long-
term support to students who have graduated from our program and have
returned to their home school districts. Planning for each student's eventual
return to his/her home school environment takes place from the very first
Bridge School IEP meeting. Families and staff work together to identify a set
of future educational directions for each student. Potential future educational
environments are considered throughout the time a student is in our
program.
A student joins his middle school class.

A Bridge School graduate, Thanh, is awarded her degree from San Francisco
State University.

In addition, a portfolio is developed for each student. This is a tool developed

specifically to foster successful transitions of students who use AAC across
educational settings. The portfolio contains a collection of educational
documentation and video examples depicting effective, individualized
teaching strategies in the areas of literacy, math, general knowledge and
language development; effective communication modes, methods and
strategies; recent work samples; assistive technology equipment information
and resources.
A student demonstrates how she uses eye gaze to direct attention to her
choice of snack.

This student is able to walk up to his own work station to do his writing.

As the student develops his/her communication skills within The Bridge

School environment, work also moves forward in the area of Transition.
When the IEP team determines that a student is ready for transition, The
Bridge School collaborates with the family and the student's home school
district to cooperatively plan for the transition. While at The Bridge School,
each student spends a percentage of his or her day in a general education
classroom environment. Our partnership with the Hillsborough City School
District gives each Bridge School student the opportunity to participate in a
classroom at North Elementary School and Crocker Middle School. The
general education curriculum is modified to meet the specific needs of the
students. Modifications may include alternate forms of testing, extra class
time to complete assignments, reading materials aloud to students or
adjusting the goals and objectives of assignments. Participation is enhanced
by building routines, layering communication strategies, and modeling
support strategies for peers and staff.
A student participates in creating an art project.

A student joins the discussion in a science class.

Prior to leaving The Bridge School, Transition Team members work with the
student's team to:
• consider potential placements
• document effective strategies used at The Bridge School
• identify appropriate expectations for academic and social participation
• provide guidance to staff and families to navigate the transition
process
Upon transitioning, many former Bridge School students experience success
in the general education environment with support, appropriate
modifications, and the aid of instructional assistants. However, 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.
The Bridge School Transition Team is available to work with former students
and their educational teams, regardless of choice of placement.
After graduation, the Transition Team supports students and their receiving
educational teams by:
• providing suggestions for adaptation and modification
 • helping with the set-up of adapted materials and equipment
• training staff in the unique AAC and educational strategies developed
and implemented at The Bridge School
• maintaining an active role in the educational team process
The services of the Transition Team are available, at no cost to the parent or
the school district, to provide support as needed for the duration of the
child's public school education with the home school district.

The Transition Portfolio is a collaborative tool containing essential student

information.

The Transition Team works with a Bridge School graduate at her adult
program site.
• encourage activities that promote self-determination skills (e.g.
preferences, choices)
• use family-centered as well as student-centered approaches
• identify and include people who have a long-term commitment to the
student
• encourage brainstorming of short-term and long-term goals
• focus on quality of life issues
 Personalized Curriculum and
Instruction

The Bridge School’s curriculum planning framework allows our educational

teams to flexibly personalize each student's curriculum such that instruction:
• Supports and builds upon current communication skills
• Maximizes academic and social participation
• Ensures desired educational outcomes
• Contributes to a positive quality of life
As each personalized curriculum is developed, we draw from these critical
content and skill areas based on the student’s grade level and unique
learning needs:
• Standards-based, language and communication focused preschool
curriculum with accommodations
• Standards-based general education curriculum with accommodations
for students in grades K-8
• Standards-based general education curriculum with accommodations
and modifications (alternate curriculum)
• Communicative competence using AAC systems
• Additional specialized curricular areas

Student Learning Whole School Self-

Assessment Tool
-This Self Assessment tool will help schools to identify how they are
progressing in relation to the implementation of student learning initiatives.
Five elements form the basis of the self assessment tool: learner at the
centre, leadership, implementation and integration of the Student Learning
initiatives, organisational structures, and learning environment and
Performance and Development Culture.
The self assessment tool can be completed by members of the school
leadership team. Schools may also wish to gain teacher perspective by
asking individuals or teams of teachers to complete the self assessment tool,
either using the paper-based version or using the online interactive version.
After reading through the descriptors for each level, identify the level that
best describes the school’s status in each of the five elements. Schools use
the suggested support materials to assist them in planning professional
learning and curriculum planning in order to progress to the next level. Links
to existing support materials include the Curriculum Planning Guidelines;
Curriculum Planning Modules; Assessment Professional Learning Modules and
the PoLT Online Professional Learning Resource.

Completing the self assessment online

With the interactive tool, there are 5 elements - you need to select your level (Level
1, Level 2, Level 3 or Level 4) for each of these elements. At the bottom of each
page you click Proceed to move through the sections of the Self Assessment Tool.
When you have finished, the computer will produce a report page listing a range of
hyperlinked support materials that will help to move your school to the next level of
achievement.

Element 1: Learner at the centre

Level 1

Foundation
• Curriculum is usually designed by individual teachers based on the
year level and associated domain level.
• Students require structured support to develop the necessary
knowledge and skills to manage and monitor their learning.

Level 2
• Teachers plan together to provide consistency of curriculum that
reflects the stages of learning and student backgrounds and addresses
the needs of particular cohorts of students.
• Teachers provide support for students to monitor and manage their
learning.

Level 3
 • Curriculum planning and practice reflects the achievements of
students in relation to the standards for some domains, stages of
learning and student backgrounds and perspectives.
• Students have the opportunity to monitor and manage their learning
through structured support.

Level 4
Transformative
• Curriculum planning and practice analyses and addresses the full
range of learning needs of individual students providing coherence,
balance and continuity across all of the domains.
• All students are equipped with the necessary knowledge and skills to
monitor and manage their learning.

“HE WHO WAS NEVER WINS…

…IS HE WHO WAS NEVER
TRIED”
CURRICULUM AND INSTRUCTION

WAYS IN WHICH TEACHERS PARTICIPATE IN

CURRICULUMPLANNING

Respectfully Submitted by:

Luckyhansel R. Cerezo
 Respectfully Submitted to:
Mr. Ruel Emberga

June 04, 2010

CURRICULUM AND INSTRUCTION FINALS

SHIFTING TO HIGH GEAR: ACCELEARATING TO THROUGH

BUSINESS ETHICS AND CAREER PLANNING

Respectfully Submitted by:

 Luckyhansel R. Cerezo

Respectfully Submitted to:

Mr. Ruel Emberga

June 04, 2010