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Post-School StandardsHome and Daily Living StandardsFunctional Academic StandardsSensory Standards Motor StandardsCommunication StandardsLeisure/Recreation Standards Job Experience StandardsCommunity Participation StandardsPost-School Standards
One year prior to graduation students and their parents and/or caregivers are given the opportunity to tour and select a post-school program that best meets that student’s needs.
Post-school staff will meet with and observe the student and discuss the student’s needs with the IEP team.
Each student will participate in the necessary transition time at the post-school program accompanied by a member of his/her Bridge View classroom staff. |
Home and Daily Living Standards
Each student will have the opportunity to participate to the best of his/her ability in activities of daily living.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence.
Each student will be given opportunities to participate in cooking class and personal activities of daily living.
Students will participate in an eating program designed to maximize their levels of independence. |
Functional Academic Standards
Each student will have the opportunity to be exposed to activities which involve functional academics.
Students will participate in a variety of experiences that will enhance functional academic skill acquisition.
Students will demonstrate the appropriate use of school tools/equipment.
Students will engage in functional activities specifically tailored to their skill level.
Students will have access to assistive technology that will enable them to perform to their maximum level of independence. |
Sensory Standards
Each student will have the opportunity to be exposed to activities which incorporate the sensory components of vestibular, proprioception, tactile, taste, smell, vision, and hearing into classroom routines.
Students will participate in a variety of experiences which will encourage sensory modulation and seek to improve their ability to process and integrate sensation to enhance learning and adaptive behaviors.
Students will demonstrate an appropriate response to sensory components of functional and educational activities throughout their school day.
Students will have access to adapted environments which enhance their sensory systems in an organized way to promote learning. |
Motor Standards
Each student will be provided with the appropriate therapy and developmental/adaptive physical education supports to develop needed fine/gross motor skills so as to function at his or her optimal level in school and community settings.
Students will demonstrate motor skills necessary to increase their participation in daily living, mobility, vocational, and all other functional and educational activities troughout their school day.
Students will develop motor skills necessary to participate at whatever level of assistance they require to make transition to post school placements and adult life more successful.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence.
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Communication Standards
Each student will demonstrate the ability to make choices in order to increase his/her independence.
- Students will be offered choices throughout the school day either verbally, by presenting symbols or objects, or by whatever means meets the student’s needs.
The student will be held accountable for his or her choice by being expected to engage in the activity that was chosen or by finding a way to request to make a different choice.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence.
Each student will demonstrate the ability to communicate wants and needs and to share information at whatever level of assistence he/she requires.
Students will learn a minimal vocabulary of symbols, words, appropriate gestures, or sign that will allow him or her to express wants and needs.
Students will have the opportunity during the day to share information via home-school notebooks, homework assignments, or other communicative interaction facilitated by an adult staff member.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence. |
Leisure/Recreation Standards
Each student will have the opportunity to participate to the best of his/her ability in choosing and developing leisure/recreation activities.
Each student will participate in DAPE classes which explore team sports and aquatics.
Each student will participate in developing individual and group leisure/recreation activities in his/her classroom.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence. |
Job Experience Standards
Each student will have the opportunity to participate in ongoing vocational exploration/job experiences within the school setting.
Students will be exposed to a variety of experiences resulting in an increase in skill acquisition and improved work behaviors tied to IEP goals and objectives.
Students will demonstate vocational interests in particular job tasks and environments that will lead to a more successful transition to community vocational sites and post-school sites.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence. |
Community Participation Standards
Starting at transition age, each student will have the opportunity to participate in ongoing vocational exploration/job experiences at local community sites.
Starting at transition age, each student will have the opportunity to participate in ongoing vocational exploration/job experiences at local community sites.
Students will be exposed to a variety of experiences resulting in an increase in skill acquisition and improved work behaviors tied to IEP goals and objectives.
Students will demonstrate vocational interests in particular job tasks and environments that will lead to a more successful transition to post-school sites.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence.
Starting at transition age, each student will have the opportunity to participate in leisure and recreational experiences at local community sites.
Students’ participation will result in improved motor ability and increased skill acquisition related to leisure activities.
Students’ participation will increase opportunities for appropriate social interaction with the local community.
Students will have access to whatever assistive technology is available that will enable them to perform to their maximum level of independence. |
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