Strategic Plan

Academics

The School for the Blind provides access to academics which are the foundation of real world success.

Academic Excellence

• Students:

  • Effective assessment resulting in increased student progress 

  • Formative

  • Interim

  • Summative

• Staff: 

  • Every teacher will deliver evidence based curriculum using high quality teaching strategies, targeted instruction and use best practices to monitor progress and student outcomes.

• Effective Assessment Matching
• All teachers will participate in training 
• Adoption of new math assessment
• Monthly data dives

• Outreach Teachers of the Visually Impaired (TVIs) will gather Spring and Fall assessment data on the following categories:
  • Reading Fluency using the Jerry Johns Reading Inventory. 
  • Pre-Braille Assessments from Braille FUNdamentals Curriculum. 
  • CVI Range Scores from Christine Roman CVI Assessment. 
  • Technology Skills from Annual Needs Technology Assessment Checklist.

• Increase Communication Matrix scores for students who are deaf-blind statewide. 
• Investigate another assessment for our students (Such as: NCDB Literacy Skills Checklist)

• PIP providers will receive training on  the stages of numeracy development and how to enhance them in routine-based activities.
• Communication scores will increase by 2%.

Core Curriculum

• The core curriculum will be appropriately designed and accessible for all students statewide in their preferred format.

• Adoption of new Preschool Literacy Curriculum

• Investigate another assessment for our students (Such as: NCDB Literacy Skills Checklist)

Expanded Core Curriculum

• Align the ECC with the core curriculum

• Portrait of a Graduate competencies, specific to USB, and reflecting multiple levels of ability, will guide instructional strategies across age and grade bands birth to 22.

• Teachers will use ECC assessments for students statewide and track results in the fall and spring with progress reported in end of year reports.

• Campus students and families invited to ECC events such as sensory carnivals & ECC PTA. 
• Continued development of the high school and post-high program (portrait of a graduate)

• Outreach Students and statewide TVI’s will be given the opportunity to: 
  • Participate in the ECC Steps for Success Courses
  • Receive training from the Rapid Response Team
  • Participate in online ECC Academies 
  • PD for ECC Topics (ie: CVI, FVA’s)
  • Parents will be invited and participate in monthly ECC PTA’s
  • Parent Engagement Committee

• TDB’s (Teachers of the Deafblind) will increase understanding of ECC assessments
• Training for Interveners monthly (ECC Specific)
• Create Literature (FAQ) of ECC specifically for DeafBlind Services
• TDB  visits include ECC TA

• PLCs (Professional Learning Communities) will read and discuss the first half of Teaching Life Differently.
• Monthly sharing of how the ECC is being used in services.
• Social Media posts will be based on the ECC.

Assistive Technology

• AT teams will be providers of PD and resources for stakeholders statewide.

• The AT team manages and maintains equipment for student use.

• Assign an educator over online education.
• Educator will coordinate with campus teachers to provide individual IEP goal related sessions and facilitate synchronous learning where appropriate.
• Coordinate with our Assistive Technology team to provide training and support to teachers, students, and families.

• TVI’s will use and contribute to the Digital Resource Folder for activities that can be done through Zoom. The Folder is being shared with TVI’s across Utah including the 3% districts.
• O&M Department is also using a folder of resources and activities that can be done via Zoom.
• Lead O&M will give workshops and training for online program created to simulate being on corners of various traffic intersections using quality audio.

• DBS will create a working document for TDB and intervener PD opportunities.
• DBS will create written protocol for service delivery for different learning avenues (In seat, virtual, hybrid).
• DBS will utilize resources to make virtual training more interactive.

• PIP will use evaluation data to identify areas for training and improvement in the provision of tele-intervention.

Stakeholder Engagement

USB demonstrates a commitment to parents, families, and consumer groups statewide through actions, communication, and dissemination of information.

Parents and Families

• USB will use multiple mechanisms for parents and families to collaborate with teachers and staff for the success of children and young adults. 

• Families, districts, and other stakeholders will be aware of and utilize supports available to all children and young adults who are blind, deaf-blind, or have low vision across the state independent of who serves IEP vision services.

• Parent Needs Survey
• Establishment of a virtual campus based PTO
• Weekly newsletter 
• Technology Training for parents 
• Bi-monthly calls to families for a check-in.

• DBS Family Support Specialist will set up virtual meetings with families to check-in.
• DBS will provide annual parent conference (either in person or virtually)
• Parent representative on DBAC (DeafBlind Advisory Council)

• PIP will investigate the use of NearPod for its parent education program currently held in CANVAS. 
• PIP will investigate methods to increase and capture parent input.

Staff – Recruitment and Retention

• USB will utilize every network, local and nationwide, for recruiting personnel.

• USB’s online presence will reflect high-quality educational programs and an exceptional place to work

• USB will employ full time aides with benefits

• Data will be obtained from teachers, aides, and interveners utilizing an exit interview form when their employment ends at USB.

• Create recruitment flyer and video 
• Attend college job fairs
• Coaching Cycle – retention

• Support efforts from University of Utah in obtaining Grant Funds for TVI and new O&M Programs.
• Network through participation in AER and other Outreach Forums and conferences to meet new education professionals in state and out of State. 
• Ensure proper distribution of caseloads and conduct annual analysis’ to determine future needs moving forward to prevent burnout.

• Create and distribute hiring flyer via email and Social Media platforms
• Continue to offer retention bonus for staying in position for 1 year

• PIP will publish 3 “I Love My Job” articles or videos for USDB social media.

Districts

• USB will increase efforts to collaborate effectively with districts to provide support to children and young adults.

• USB will obtain District feedback statewide.

• Survey Sp Ed Directors/Coordinators
• Attend 1 3% District meeting

• Attend 3% district meetings sharing resources available from USDB.
• Connect regarding O&M and TVI Contracts.

• DBS Director will meet with District SPED directors (districts with students who are served by DBS) to educate about DBS.

• PIP will continue to communicate and correlate with preschool staff to ensure effective 3-to-3 transitions.

Transition

Intentional, effective transition planning will be infused throughout educational preparation birth to 22.

Portrait of a Graduate Competencies

• USB will be a local and national leader in transition planning for children and students who are blind, deaf-blind, or have low vision.

• Graduating students statewide will earn a traditional or alternate diploma, as opposed to a certificate of completion.

• A transition handbook for families, children and students, aged birth to 22,will be developed and widely referenced by district personnel, USB staff, families, and other stakeholders.

• USB will be a contracted agency facilitating Pre-ETS with a full-time position funded by Pre-ETS.

• Increased relationships with universities and technical programs will reflect greater access for high school students preparing for post-high training and increase successful completion of academic and vocational programs.

• Comprehensive data collection program will be developed to assess program success and quality of life for children and young adults across the educational life span and 5 years after exiting USB services.

• Develop a robust program for 3 to 3 transition criteria and develop a trajectory for students beginning preschool and preparing for an inclusive environment.

• Adoption of new Pre-ETS focused curriculum
• Davis ATC/OWATC collaboration
• Expansion of the College Transition Success Program with increased enrollment, online national program

• Assign a professional to be over Transition Plans for the State. 
• Connect with ECC Coordinator on Transition Assessments.

• DBS will continue to have a committee focused on transition services (DBUTT)
• DBS will disseminate transition information to all transition age students at IEP
• Have one TDB assigned to transition support for DBS
• DBS will work with HKNC to support Pre-Ets Grant.