Identify which assessment tool will be used to formulate Learning Media (for students who are Blind/VI) and Communication Plans (for students who are Deaf/hard of hearing). All teachers will consistently follow and implement primary and secondary learning recommendations (Learning Media Plan – students who are Blind) and communication modalities (Communication Plan – students who are Deaf). Utilize criteria for determining Braille and ASL services and provide remediation to students with significant delays, through appropriate IEP goals/objectives. Develop team norms and expectations for supporting ASL and spoken language development, for children who are Deaf receiving on-campus services. Provide personalized professional development to ensure completion of identified action steps. Curriculum/Assessment Team PK – 2nd grade service providers ASL and Braille Teachers Preschool – 2nd grade teachers and service providers working with students Deaf/HH Program Administrator
Task force meets regularly and identifies consistent strategies for continued collaboration. FCEE Program Administrator Year One: Collaborate with families to provide a variety of parent engagement opportunities. Increase school-parent communication and collaboration, by enhancing the website, and establish parent-focused Social Media presence. Develop infant and toddler parent-focused educational opportunities. Develop and analyze parent satisfaction surveys, for parent-focused events. Develop a structure and identify a curriculum, for family ASL and braille classes. Years Two and Three: Provide family ASL and braille classes. Provide infant and toddler parent-focused educational opportunities. Modify and expand the parent engagement opportunities, based on year one feedback. FCEE Program Administrator Preschool thru 2nd grade teachers and service providers Preschool thru 2nd grade teachers and service providers Preschool thru 2nd grade teachers and service providers ASL and Braille Teachers ASL and Braille Teachers Preschool thru 2nd grade teachers and service providers Preschool thru 2nd grade teachers and service providers Increased parent satisfaction and connection, as measured by satisfaction and qualitative surveys. Increased attendance, at planned events.
Years Two and Three: Implement Common Sense Media Curriculum and technology modules. Monitor and modify class schedule structure. Continue to provide appropriate immersion activities. Personalized learning profiles are included, in each IEP, utilizing a consistent format. Students are involved in expanded core curriculum classes or regular activities, focused on specialized skill development. Curriculum teams will continue to develop ECC courses and checklists. 3rd – 12th grade teachers All 3rd – 12th Grade Principals 3rd – 12th grade teachers 3rd – 12th grade advocates All 3rd – 12th Grade Principals ECC Curriculum Team (School for the Deaf, School for the Blind) Action Steps Staff Members Responsible Outcomes Year One: Provide face-to-face and recorded activities/workshops and develop an archive of past workshops and additional resources. Streamline information that is available to parents; investigate adopting a learning management system (LMS) that can assist with this process. Review and modify the parent compact agreement to make it more specific and measurable. All 3rd – 12th Grade Staff All 3rd-12th Grade Principals Increased parent satisfaction and connection, as measured by satisfaction and qualitative surveys. Increased attendance, at planned events.
Years One through Three: BtL students will participate in the survey BtL staff will share survey results with each BtL student BtL staff will support each student in the activity selection process and access to participation BtL students will select recreational and leisure activities CSDB Recreational Director students to access community recreational and leisure activities Year One: Survey will be completed and administered to BtL students Years One through Three: All BtL students will develop a personal activity plan based upon individual survey results Year One: BtL staff will track participation of BtL students, to develop baseline Years Two and Three: BtL staff will document participation BtL staff will meet as needed to provide coaching and support for BtL students BtL staff will report increases in participation BtL staff CSDB Recreational Director BtL staff CSDB Recreational Director Year One: Develop a data baseline, based upon BtL students who complete personal activity plan during the first year. Years Two and Three: Student completion rate will increase by 10 % each remaining year Year One: Develop tracking system, to capture participation in sports and after-school activities Years One Through Three: Actively recruit day students to join recreational/ leisure activities. Include students in recruitment process Athletic Director CSDB Recreational Director Residential supervisors Teacher advocate Athletic Director CSDB Recreational Director Year One: Develop baseline of participation Years One Through Three: Increase K-12 day student participation in sports and/or after-school activities by 10 % above 2016-17 baseline, for each school, every year for the duration of the plan
selection of topics and developing presentations Develop list of resources, in each content area, for SRA students to utilize SRA Staff time management, project management, presentation skills, leadership or current identified needs. Year One: Review existing SRA program for compatibility with middle school students Determine age-appropriate goals for middle school students Year Two: Identify students to serve on finalization team Complete written middle school SRA program plan Year Three: Track activities of middle school SRA and modify plan as needed Student Life Management Team Student Life Management Team Student Life Management Team Year One: Develop a middle school SRA-type program plan Year Two: Form a combined staff and student team to finalize the middle school SRA program. Year Three: Implement middle school SRA program Year One: Hold election to identify BtL committee to establish operating norms and scope of BtL Council. Years Two and Three: Hold annual election, in September, to establish council members for the coming year Prior to each workshop, BtL Council presenters will be trained in presentation skills, selection of topics and developing presentations Develop list of resources, in each content area, for BtL Council to utilize BtL Staff Employability Center staff BtL Staff Employability Center staff Year One: Develop BtL Council with a codified set of operating norms. *BtL council is not intended to mimic Student Body Government (SBG) Years Two and Three: BtL Council will sponsor 3 student-defined and led workshops for BtL students that foster personal growth
Develop tracking system, for all after-school wellness activities, that includes attendance and topic presented Year One: 2nd Semester Qualified person will provide workshop for students on personal plan development and goal-setting Residential staff will meet with students to complete worksheet and as needed to maintain trajectory toward personal goal achievement Track student success Modify program as needed for future years Years One Through Three: Develop handouts, with tips and concepts related to healthy choices, for providers to use at each activity Train activity leaders in activity closure process, including information on use of handout All after-school activities will provide related education, based upon handout that focuses on healthy choices. Topics may include cardiovascular fitness, increasing physical activity, reduction in “screen” time and sedentary behaviors, improvements in body image and self-esteem, improved eating behaviors and greater understanding of nutrition Years Two and Three: Qualified person will provide workshop for students on personal plan development and goal-setting Student Life Management team Residential supervisors Student Life Management team Residential supervisors Student Life Management team Residential supervisors be successful in completing 75% of their personal goals each school year.
Residential staff will meet with students to complete worksheet and as needed to maintain trajectory towards personal goal achievement Track student success Action Steps Staff Members Responsible Outcomes Year One: Form a team consisting of possibly IT, distance learning coordinator, and designee from Student Life to determine technology needed, process and required training Identify Student Life staff to receive appropriate training to manage production of events Years Two and Three: Identify events to be shared Advertise events Manage and produce events Dean of Students Dean of Students Trained Student Life staff Provide access to campus events to parents using technology. Year One: Investigate technology, staff training and develop safety protocols. Year Two: Share two events. Year Three: Share four events. *This is intended as a “one to many” delivery of large events at CSDB Year One: Form a team consisting of IT and designees from Student Life to define scope and concept of delivery to parents and required training for identified staff Identify technology required to meet delivery methods Dean of Students Identified team Dean of Students Residential Staff Trained Student Life staff Provide access to residential unit activities for parents using technology. Year One: Investigate technology, staff training and develop safety protocols.
Center Boards) to appropriate IEPs in 12th grade and beyond Create “cheat sheets”, for students, for the steps to connect with community agencies (including agencies serving people with additional disabilities) Train high school and BtL staff to use the “cheat sheets” Employability Center staff Create and utilize an employment summary survey, to be completed at the end of each student employment Define what is “successful or higher”, within the survey Transition Teachers, Job Developer, and Supervisor of Employability Center CSDB Employability programs will earn an overall rating of successful or higher, by employers on the employment summary survey. Implement at least one new strategy per year for strengthening collaboration, between employers and the Employability Center work programs Transition Teachers, Job Developer, and Supervisor of Employability Center Support students in utilizing appropriate community agencies, within their next environment, at least one semester before exiting CSDB Establish a notebook of community agencies and contacts for Colorado communities Transition Teachers, Community Transition Teacher, and Supervisor of Employability Center 90% of students who have exited (with diploma) will indicate participation with at least one community agency, within one year of leaving CSDB. Track the number of students who have exited with a diploma who have utilized at least one community agency Guidance Counselor and Supervisor of the Employability Center
Outreach Goal: Respond to needs of consumers through collaboration and implementation of an action plan to meet the identified needs. (Consumers are family members, professionals, students with hearing/vision loss or both, and community members.) Action Steps Staff Members Responsible Outcomes Year One: Investigate & create partnerships to expand broadcasts into other Colorado television areas (Denver Metro) Distance Learning team, including School Community Liaison YouTube video clip content will be disseminated through public media options to reach more consumers statewide. The increase in viewers will be measured by reviews of media analytics. Develop an informational brochure/website content explaining the Expanded Core Curriculum for increasing awareness of parents, special education directors & general education staff Teachers of the Visually Impaired team Increase awareness of the Expanded Core Curriculum through distributing informational brochures and providing additional information through dialogue, at a minimum of 4 statewide/local events. Update resource information relative to Deaf/hard of hearing for consumers and include Spanish translations of materials Teachers of the Deaf team Spanish Translators Continuously update information for parents/educators through quarterly meetings with website content managers Host & facilitate Teacher of the Deaf meetings for TODs in the Pikes Peak region Teachers of the Deaf team Improve access to information-sharing, through offering quarterly face to face meetings for TODs. Years One through Three: Outreach Staff & Strategic plan members Establish relevant action steps annually based upon
Analyze data from Year One and needs expressed by consumers to develop action steps for year two by April 1, 2017 data regarding consumer needs. Action Steps Staff Members Responsible Outcomes Year One: Continue developing video content focusing on ASL instructional videos & media content Distance Learning & ASL teams A minimum of 10 new instructional videos will be created in year one. Produce videos illustrating skills in the Expanded Core Curriculum or link existing information on the CSDB website Distance Learning and TVI teams/website content managers A minimum of 3 instructional videos will be produced & uploaded to YouTube. Investigate options for partnerships to provide classes using distance learning technology for academic and social learning Distance Learning team, Educational Agency Liaison, & Director A minimum of one academic or social learning opportunity will be provided to students in Colorado. Explore format options for staff, community & student online classes (ex: ASL) Distance Learning team Analyze the potential use of three options for consumer formats to deliver online content. Continue to develop role model clips focusing on high school and college-age students Distance Learning team, TVI and TOD teams A minimum of 4 clips will be developed and uploaded to YouTube during year 1. Years One Through Three: Document needs of consumers and most utilized resources, through monthly reviews of identified needs data and analytics Outreach staff & Strategic Plan members Use identified needs data & analytics to determine action steps for year two by April 1, 2017.
Action Steps Staff Members Responsible Outcomes Year One: Provide three ASL Immersion activities for education professionals on Saturdays in the fall, winter & spring of the 2016-17 school year ASL team and appropriate members of the Outreach/CSDB staff who are primary ASL communicators Increase general/special education staff proficiency in use of ASL, as measured by feedback of participants in activities & pre/post observations of staff. Provide a workshop activity for general/special education staff working in public schools focusing on the implementation of educational/environmental strategies in the classroom used with students who are Blind/visually impaired TVI/appropriate members of the strategic plan team & appropriate CSDB staff Increase knowledge of general/special education staff in implementing instructional/environmental strategies in general education/resource classrooms, through offering a “Blind/Visually Impaired 101” training. Develop partnerships/co-sponsorships of activities supporting parent education focusing on such topics as: 504 vs IEPs what is the difference?, IFSPs & IEPs: How are they different?, What Parents need to know about Transition from High School to Adult Life, Strategies for Parents to Advocate for their children with “Deaf Plus Needs”, For Parents: Theory of Mind, How do I Support my Child’s Understanding (Brenda Schick), or other relevant parent-requested topics Relevant Early Intervention staff/TOD/TVI team members/Educational Agency Liaison/State & local early intervention professionals/Employability Center staff/Director Sponsor or Co-sponsor a minimum of three parent education activities during year one that are “new resources”. Years Two and Three: Outreach staff & Outreach Strategic Plan members
Analyze data and documentation of consumer-expressed needs to develop action steps for years two & three Action Steps for Year Two will be developed by April 1, 2017. Quality Staff Goal: To recruit, select and retain quality staff to promote services of excellence provided by CSDB. Action Steps Staff Members Responsible Outcomes Identify, evaluate, and implement possible recruiting strategies, to develop reliable sources for attracting qualified applicants for Teacher / Special Service Provider positions Year One: Develop / expand relationships with appropriate educator prep programs (Teacher of the Deaf, Teacher of the Visually Impaired, etc.), in order to recruit student teachers and viable applicants for CSDB positions Consider participation in two career fairs per academic year; would require funding and development of recruiting materials Year Two: Identify possible options to foster relationships and increase local / community awareness that will support recruiting locally (in the Pikes Peak region) Year Three: Investigate options to increase awareness at the high school level (e.g., local schools, to include CSDB; ‘Educators Rising’ Association), relative to opportunities in the Strategic Plan: Recruiting Team Collaboration between Human Resources staff, educational program administrators, School / Community Liaison, and other identified CSDB representatives (to potentially include CSDB students). Increase in student teacher placements at CSDB. Increase in applicant interest / applicant pool relative to employment with CSDB (measured by yearly analysis of data obtained from on-line application system). A yearly evaluation of recruiting strategies will be documented and analyzed to determine which strategies are most effective in increasing applicant pools.