VIDBE-Q 2025 Volume 70 Issue 4
Embedding the ECC in Physical Education and Recreation: Key Practices from the Bridges
School Model
Use of ECC-Aligned Assessment
Tools:
Student progress in ECC areas is
tracked using structured
assessment tools and shared with
students and families.
Utilize tools such as ECC
Competency Rubrics & ECC High
School Readiness Checklist, Texas
School for the Blind: ILSA, and
EVALS to monitor and support
development in ECC areas.
All ECC Areas
Explicit Staff and Student Roles:
Roles and responsibilities are
clearly defined and communicated
for both staff and students.
Staff plan, coach, and adapt;
students are coached to understand
and advocate for their roles, needs,
and accommodations.
Self-Determination (Self-
regulated behavior,
Assertiveness),
Independent Living
(Organization, Time
management), Social
Interaction (Cooperative
skills)
Intentional Reflection and
Analysis:
Students reflect on their
experiences and preferences in
depth, moving beyond simple
responses.
Use journals, exit tickets, and group
debriefs to prompt analysis of
activity qualities, preferences, and
ECC skill growth.
Self-Determination
(Problem solving, Self-
knowledge), Social
Interaction (Knowledge
of self)
Transfer of Skills to Real Life:
Instruction and activities are
explicitly linked to real-world and
community environments.
Connect activities to time
management, problem solving, self-
advocacy, collaboration, and
community participation.
Community Readiness
Skills (Orientation &
Mobility, Self-
Determination, Career
Education), Independent
Living (Organization,
Time management)
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