Richmond Street School showcases tiered inclusion practices and expanded Bridge program

Carrie Oleshien and colleagues told the El Segundo Unified School District board that Richmond Street School uses an intentional, tiered model to ensure “every child belongs.”

Oleshien described a multi‑tiered system of supports in which Tier 1 provides evidence‑based instruction for all students, Tier 2 offers targeted small‑group help, and Tier 3 delivers intensified interventions for students who need them. The school emphasized teacher collaboration, short instructional cycles with data‑based regrouping, and a redesigned referral pathway to specialists that the district implemented two years ago.

Julia Dunlap, the school’s occupational therapist, described classroom supports such as calming spaces, movement opportunities, adaptive seating, and tools including fidgets and weighted lap pads to help students “stay engaged and ready to learn.” Dunlap said she collaborates with teachers to integrate sensory and regulation strategies and to teach students to use accommodations and self‑advocacy tools.

Administrators said the Bridge program (described in the presentation as “Bridge to general education”) supports students with significant needs while keeping meaningful connections with general‑education peers. The board was told the program recently expanded with veteran teacher Daniella Vallejo joining the team.

Presenters highlighted classroom practices that give students choice over learning spaces and instructional accessibility, for example adding dual monitors in upper‑grade classrooms so instruction is visible from anywhere in the room. Staff emphasized that every student’s primary teacher is the general education teacher, and that inclusive activities — from class parties to shared specials — are planned so students with disabilities participate with peers.

Board members praised the school’s work on inclusion and student agency. The presentation was informational; no board action was requested.