School Improvement Plan – Year One – 2020/2021

Academics

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

Academic Excellence

• Effective assessment resulting in increased student progress 

  • Formative

  • Interim

  • Summative

• 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

• A 5 year average of student enrollment will reflect 85% of graduating students will exit  with traditional or alternate diplomas, in lieu of certificates of completions

• 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.

• 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.

Virtual Education

• Develop a policy incorporating best practice in virtual education which encompasses health and safety, access, services, placement, professional development, and personnel management. 

• 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 believes that through open dialog with stakeholders, a greater understanding of real-world needs will lead to the most pragmatic solutions in educating children and young adults who are blind, visually impaired, or deaf-blind across the state, with an understanding that education and growth happens in all settings.

Parents and Families

• USB will use multiple mechanisms for parents and families to partner 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, visually impaired, or deaf-blind 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.

• HR and USB staff will be trained in marketing and field-specific essentials for recruitment.

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

• A comprehensive personnel management program will be developed including

• A structured plan for robust mentoring 

• A dynamic plan for professional development based on data

• Evaluation process incorporating individual pedagogic skill building and mentoring support regardless of years of service

• 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.

Consumer Groups

• USB will have a functioning advisory group, the USB Action Committee, of invested stakeholders, (parents of blind children, blind associations like NFB, AFB, district personnel, DSBVI, former students, University personnel, etc.) to give feedback and input regarding Blind-specific education across age and grade levels, coordinate calendars and programs, and increase general awareness of services for children and young adults who are blind, visually impaired or deaf-blind . 

• The Blind Action Committee will collaborate with USB staff to give feedback about challenges and successes in each Blind Division,  develop innovative approaches to address educational challenges facing families, children and young adults  with visual impairment, and cooperate with the school and other agencies in the provision of exemplary services for all learners (birth to 22) who are blind, visually impaired, or deafblind.

• UFB
• NFB

• Collaborate with NFB, AFB, UFB, Junior Blind of America, SCIVIS, UWIN, and U of U TVI Program

• DBAC

• PIP will coordinate with UPOBC to establish rapport and receive feedback.

Districts

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

• 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.

Life Centered Education

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

• 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 fancy facilitating Pre_ETS, specifically in rural areas, 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.

• 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.