Our Curriculum
Communication Skills Development
With an ongoing, comprehensive communication needs assessment conducted by the TACLE teachers, speech pathologist, AT and AAC specialists, a personalized augmentative/alternative communication system is developed for each student for use at school, at home and in the community. A multi-modal communication system may include: a picture communication system, sign language and gestures, voice output devices, and speech generation devices. Students and families are taught the operation and functional use of the multi-modal system.
Students receive explicit instruction in 5 important areas of communication development:
With an ongoing, comprehensive communication needs assessment conducted by the TACLE teachers, speech pathologist, AT and AAC specialists, a personalized augmentative/alternative communication system is developed for each student for use at school, at home and in the community. A multi-modal communication system may include: a picture communication system, sign language and gestures, voice output devices, and speech generation devices. Students and families are taught the operation and functional use of the multi-modal system.
Students receive explicit instruction in 5 important areas of communication development:
- Receptive and expressive language development within the context of natural communicative interaction, play and the academic curriculum (i.e. language function, vocabulary, grammar and sentence construction.
- Operational competency of the multi-modal AAC system (i.e. How to maintain and utilize the system features).
- Functional competency of the AAC system (i.e. How to access the vocabulary within the system).
- Social competency (i.e. How to use the AAC system to support the development and maintenance of interpersonal relationships with a variety of communicative partners and situations).
- Strategic competency (i.e. How to use the AAC system to repair breakdown in communication).
Language Arts
Using a "blended" standards-based curriculum, students receive personalized instruction in Language Arts at their appropriate level of development and access. When appropriate, TACLE students receive Language Arts instruction in the general education classroom with the support of a TACLE teacher and/or an Intervention Specialist.
The Language Arts curriculum includes:
The Language Arts curriculum used in the T.A.C.L.E. 1 & 2 program includes:
Using a "blended" standards-based curriculum, students receive personalized instruction in Language Arts at their appropriate level of development and access. When appropriate, TACLE students receive Language Arts instruction in the general education classroom with the support of a TACLE teacher and/or an Intervention Specialist.
The Language Arts curriculum includes:
- phonemic awareness and alphabetic knowledge
- phonics , decoding and spelling
- sight word recognition
- listening and reading comprehension
- reading fluency
- writing mechanics and process writing
The Language Arts curriculum used in the T.A.C.L.E. 1 & 2 program includes:
- Unique Learning Systems special education curriculum (www.n2y.com)
- Readers' Workshop and Writers' Workshop (Lucy Calkins)
- Online learning programs: Lexia Core 5, myOn, ABC Mouse
S.T.E.A.M.
Science, Technology, Engineering, Art, Math
Science
Students receive science instruction appropriate to their level of development in physical, life and Earth sciences. Our standards-based science curriculum includes:
T.A.C.L.E. students are included in general education classrooms for science instruction when appropriate, and attend grade-level field trips with general education peers offering hands-on science experience - Lindsay Wildlife Museum, Chabot Space and Science Center, Oakland Zoo, Crab Cove of Alameda, etc. Parents are always encouraged to enjoy these experiences with their child. Parents participating in field trip experiences must have fingerprints and auto insurance on file.
Students receive science instruction appropriate to their level of development in physical, life and Earth sciences. Our standards-based science curriculum includes:
- Full Option Science System (FOSS)
- Unique Learning Systems special education curriculum
- Redwood Heights Ecology Education & Garden program
T.A.C.L.E. students are included in general education classrooms for science instruction when appropriate, and attend grade-level field trips with general education peers offering hands-on science experience - Lindsay Wildlife Museum, Chabot Space and Science Center, Oakland Zoo, Crab Cove of Alameda, etc. Parents are always encouraged to enjoy these experiences with their child. Parents participating in field trip experiences must have fingerprints and auto insurance on file.
Ecology Education & Garden Program
Makerspace (Technology & Engineering)
Integrated Art
Redwood Heights is an Arts Anchor School whereby classroom teachers and our resident artist collaborate to integrate art throughout the academic curriculum. Each week, students receive 50 minutes of Studio Art instruction.
Mathematics
Using a "blended" standards-based curriculum and teacher-created activities, each students receives personalized instruction in functional mathematics as determined by assessment and the IEP team. When appropriate, TACLE students receive Mathematics instruction in the general education class with the support of the TACLE teacher and/or Intervention Specialist.
The math curricula used in the T.A.C.L.E. 1 & 2 programs include:
The mathematical skills and concepts emphasized include:
Using a "blended" standards-based curriculum and teacher-created activities, each students receives personalized instruction in functional mathematics as determined by assessment and the IEP team. When appropriate, TACLE students receive Mathematics instruction in the general education class with the support of the TACLE teacher and/or Intervention Specialist.
The math curricula used in the T.A.C.L.E. 1 & 2 programs include:
- Math Expressions
- Unique Learning Systems special education curriculum
- Online learning - ST Math (Spatial-Temporal Math)
The mathematical skills and concepts emphasized include:
- number concept
- functional addition and subtraction using a variety of strategies
- time telling skills
- beginning money skills
- measurement
- following a recipe/instructions
- shapes, geometry
- interpreting charts, graphs, maps, calendar
Music Education
T.A.C.L.E. students participate in the Redwood Heights Music Program with general education peers. Students learn a variety of songs which support the academic curriculum and encourage good citizenship. Students are also introduced to the basics of music theory, and explore rhythm and pitch with various instruments.
T.A.C.L.E. students participate in the Redwood Heights Music Program with general education peers. Students learn a variety of songs which support the academic curriculum and encourage good citizenship. Students are also introduced to the basics of music theory, and explore rhythm and pitch with various instruments.
Physical Education - Adapted P.E. - Motor Skills
All students receive a minimum of 100 minutes of Physical Education each week. When appropriate, T.A.C.L.E. students are included with age-level general education peers. Activities are made accessible through collaboration of the physical education teacher and the adapted P.E. teacher.
T.A.C.L.E. students in kindergarten and 1st grade are also included with general education peers for the Perceptual-Motor Skills Development program.
Some students receive Adapted P.E. services as per their IEP. Students can be referred for Adapted P.E. assessment by a teacher or parent.
All students receive a minimum of 100 minutes of Physical Education each week. When appropriate, T.A.C.L.E. students are included with age-level general education peers. Activities are made accessible through collaboration of the physical education teacher and the adapted P.E. teacher.
T.A.C.L.E. students in kindergarten and 1st grade are also included with general education peers for the Perceptual-Motor Skills Development program.
Some students receive Adapted P.E. services as per their IEP. Students can be referred for Adapted P.E. assessment by a teacher or parent.