The Bridge School

Self-Determination Program

Who We Are


Sarah Baroody

Director of Education and Transition. Special Educator for 32 years working with children who use AAC. In addition to ongoing leadership of classroom programs, Sarah directs the Transition Team’s activities to support Bridge School graduates in their local school districts and communities. Interests include literacy development, portfolio development for transition support and self-determination into adulthood.



Tiké DeMarco

Tiké DeMarco is a support specialist on The Bridge School Transition team. She provides on-going support and resources to Bridge School alumni students and their teams. She is also the coordinator of the Bridging Communities Through Alternative Communication group (BCTAC), an outreach program of The Bridge School whose mission is to raise awareness of individuals who use AAC.



Holly Peartree, M.S., CCC-SLP

Holly Peartree is a Speech-Language Pathologist who works with children and adolescents who have complex communication needs, including those who require Augmentative and Alternative Communication systems. In the Educational Program at The Bridge School, Holly implements an Enriched Writer’s Workshop approach to writing instruction with preschool and elementary-aged students. Holly’s clinical interests include self-determination, writing and participatory design of AAC systems. With over 10 years of experience, she has presented at numerous national and international conferences and workshops, including ISAAC, ASHA and AAC By the Bay.



Chris Toomey

Chris is an Education Specialist with 30 years of experience working with individuals with complex communication and physical needs. She is currently a member of the Transition Program at The Bridge School supporting graduates and their teams in local school districts and communities settings. Chris is one of the developers of the Framing A Future (FAF) tool and is currently working on a self-determination program for middle school students who use AAC. Other interests include self-determination, literacy development and student portfolios for transition support.