School Improvement Plan – Year Three – 2022/2023

USB 5 Year Strategic Plan: 2020 through 2025


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

Areas Of Focus Division Specific Action Steps
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.
DeafBlind Services (DBS):

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

  • 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
DeafBlind Services (DBS):

  • 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
DeafBlind Services (DBS):

  • 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
Parent Infant Program (PIP):

  • 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.
DeafBlind Services (DBS):

  • 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.
Parent Infant Program (PIP):

  • 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.

Areas Of Focus Division Specific Action Steps
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.

DeafBlind Services (DBS):

  • 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)
Parent Infant Program (PIP):

  • 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.
DeafBlind Services (DBS):

  • Create and distribute hiring flyer via email and Social Media platforms
  • Continue to offer retention bonus for staying in position for 1 year
Parent Infant Program (PIP):

  • PIP will publish 3 “I Love My Job” articles or videos for USDB social media.
  • 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.
DeafBlind Services (DBS):

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

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


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

Areas Of Focus Division Specific Action Steps
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.
DeafBlind Services (DBS):

  • 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.
Parent Infant Program (PIP):