Washington State School for the Blind

Northwest Accreditation 2003-2004

The accreditation process at WSSB is actually a culmination of three years of planning, site improvement and a re-focusing of the school’s specific mission. This school year found us in a scramble to move into our newly remodeled school building and to prepare for an exciting school year. With student numbers at their lowest in fifteen years, an unprecedented event, we chose to take advantage of the situation and direct resources and staff toward planning our future as a school. It was a fitting time to review and complete the accreditation process through NSAC. Below is a short synopsis of the past three years and the steps that have led to this point.

Year One: 2001-2002.

This year was a year of dramatic change. While Dr. Dean Stenehjem remained in his current post as superintendent, there were many new hires in the administrative ranks. These were:

Craig Meador Principal

Beth Crites Administrative Secretary

Renee Corso Director of Residential Life

Cherie Wilhide Director of Human Resources

It was at this time that building changes began to include: renovation of the current school offices, curriculum review, and alignment of school programs with state EALRs, weekly department or all staff meetings, development of Dept. Chairs to aid the principal with the daily functions of the school. It was at this time that discussions regarding the specific nature of WSSB started. All staff was divided into subsets to develop structure for the compensatory focus of the school.

Year Two 2002-2003

All teaching staff had to vacate the Irwin School building while we went through a dramatic remodel. Old offices were shifted into classrooms leaving programs spread out over the entire 13 acre campus. Through a capital project grant the school embarked on mission of creating a digital learning environment that would benefit visually impaired students, teachers of the visually Impaired and parents. Each classroom would be provided with the infrastructure to become a digital classroom while maintaining traditional schools focus as well.

In October of 2002 the School Focus was presented to stakeholders that included parents, teachers, the Department of Services for the Blind, the National Federation of the Blind and the American Council for the Blind. Feedback was incorporated in the Focus and then submitted to Dr. Stenehjem and the School Board of Trustees for approval.

In an effort to blend the residential and educational departments, crossover responsibilities and training opportunities were provided. The goal of these activities was singular, “To Improve Student Learning”. All staff was introduced to the ideas of forming a more collegial environment. Training tools from the Center for Educational Change, (a cohort group of the Small Schools Initiative, out of Boston, MA), were regularly employed. These included text based discussion groups, spotlight focuses on staff excellence and Critical Friends Groups (Collaborative Learning Groups).

In addition staff worked in teams to develop future goals for expanding educational opportunities. The results of these teams provided direction in the following four areas.

1. Distance learning

2. A specific transition, school to work or school to college, program for students 18-21

3. Creation of a short-term training programs for students around the region

4. A compensatory skills evaluation team that will work with districts throughout the state

Year Three: 2003-2004

With construction delays imminent, much of the effort of staff was spent in getting situated into the newly remodeled school building. While bugs and glitches were being worked out staff continued to meet in weekly meeting to build off the successes of the previous year.

Our distance learning program was launched. WSSB was selected as one of 17 schools to participate in the Digital Learning Commons, This program developed by the University of Washington and the Gates Foundation is a pilot that allows students access to education on demand.

We began a pilot of the LIFTT Program. This program is designed for the transition age students, (see Brochure)

Staff completed a survey that reviewed the school’s mission and philosophy to determine if it was still a relevant statement about WSSB. Staff also completed the NSSE inventory to examine the areas of the instructional program, student learning, school climate, and school organization. Results from these surveys were presented to staff and goal areas were determined as part of the School Improvement Plan.

The Northwest Accreditation has provided the school with an impetus to set future direction while reviewing our strengths and areas that need improvement. We appreciate the support of NASC and visiting members. We feel that your participation will help us create an even stronger program at WSSB.

Washington State School for the Blind

Northwest Accreditation Team

2003-2004

Administration:

Dean Stenehjem, Superintendent

Craig Meador, Principal

Dee Admunsen, Director of Outreach

Renee Corso, Director of Residential Services

Colleen Lines, Braille Access Center

Certificated Staff:

Theresa Tate, English

Pat Wilber, Reading

Lori Pulliam , Transition

Karen Mowry, Compensatory skills

JoAnn Gatley, Math

WSSB

A Unique Learning Environment

Mission: To provide specialized quality educational services to visually impaired youth ages birth to 21 within the State of Washington.

WSSB serves the State of Washington in a dual mode format. It provides a fully accredited k-12 education program while maintaining a strong focus on blindness compensatory skills.

Evaluation and Placement:

WSSB is not a Local Education Agency. It serves as the right hand of the school districts to provide quality education to students that are blind or visually impaired. Students wishing to attend WSSB can request an application for evaluation. The evaluation is a process that takes up to thirty school days, during which time the student remains enrolled in their local district. At the end of the thirty day evaluation a meeting is convened with WSSB staff, parents and districts to discuss the results. Provided that the student has need in one or more of the six Focus areas (see following pages) a placement at WSSB is considered.

Philosophy:

WSSB believes all students have the right to a safe and stimulating learning environment and the right to an appropriate education. We also believe that all students can benefit from intensive short-term placement options and a menu of services that can be provided through partnerships with LEAs and ESDs. It is our goal to provide an environment that will allow students to learn skills and then to exit back to their local districts.

Washington State School for the Blind

Mission, Purpose and Philosophy Statements

Mission and Philosophy Surveys were given to all staff in October 2004. Based on the results of the survey the mission statement that was written in 2000 still is an accurate representation of the values and beliefs of the staff at WSSB. The Scoring is on a scale of 1to 5, with 5 being high.

1. WSSB provides specialized quality educational services to visually impaired youth.

Average Score: 4.64

2. WSSB serves as a statewide demonstration and resource center.

Average Score: 4.46

3. Services to families, educators and other organization helping visually impaired students are available on campus and in their local communities.

Average Score: 4.00

4. WSSB provides students with a safe and stimulating learning environment.

Average Score: 4.46

5. WSSB makes short term, intensive training services available to students throughout the state.

Average Score: 3.83

6. Movement of students between local districts and WSSB is a common occurrence.

Average Score: 3.75

7. WSSB has formed effective partnerships with state and city agencies, local districts and ESDs that benefit students statewide.

Average Score: 4.22

8. WSSB actively involves parents in their child’s program

Average Score: 4.08

9. WSSB is a hub of service delivery for the state.

Average Score: 4.42

10. WSSB is a state demonstration center of “best practices”.

Average Score: 4.15

11. WSSB programs help students develop a positive self image about blindness.

Average Score: 4.5

12. WSSB sets high expectations for all students.

Average Score: 3.99

13. WSSB provides comprehensive skill development in the areas of Braille, O&M, social skills, technology, daily living skills, and job skills.

Average Score: 4.28

14. WSSB promotes literacy for all students that are blind and visually impaired.

Average Score: 4.18

15. WSSB supports and helps families understand their visually impaired and blind children.

Average Score: 3.85

16. WSSB efficiently and effectively uses it resources.

Average Score: 4.03

17. The staff at WSSB is trained and competent in their assignments.

Average Score: 4.44

PROGRAM FOCUS

WSSB

Rationale: In an attempt to provide a quality education for visually impaired and blind students, we have identified six compensatory skill areas.

*Daily Living Skills

*Braille

*Orientation and Mobility

*Assisted Technology

* Social skills

*Vocational Education

Intensive training in these skill areas distinguishes WSSB from other educational settings.

Focus: Daily Living Skills

Definition: Age appropriate strategies using non visual techniques for performing activities independently as they relate to daily life.

Philosophy: Instruction in DLS is needed to compensate for lack of visual modeling. WSSB will provide instruction for each student to progress toward independence.

Objectives:

1. Take responsibility for wardrobe: organization, selection, cleaning, repair, purchasing

2. Financial management: banking, signature, checkbook, change, purchase

3. Basic understanding of nutrition and food selection as related to wellness.

4. Food preparation: simple to complex, appropriate food handling, menus, recipes

5. Appropriate eating etiquette/dining

6. Household management: cleaning, maintenance, organizing, budgeting

7. Good personal hygiene

8. Organization skills

9. Health Management and emotional wellness

Focus: Orientation and Mobility

Definition: Orientation and Mobility instruction is age appropriate, ongoing training, which teaches blind and visually impaired students to move safely and efficiently in home, school, work and community settings..

Philosophy: Every student has a right to assessment and training by a qualified orientation and mobility instructor. Using a team approach, all staff and families share in the responsibility to support students through expectations and reinforcement of independent orientation, movement, and safe travel.

Objectives:

1. Concept development and problem solving

2. Exploration of immediate environment

3. Long cane skills, sighted guide, protective techniques

4. Training in the use of low vision aids: magnifier, monocular,

5. progressive training: simple routes, basic - complex residential travel, travel with public transportation, route planning, light business area travel, metro travel, private transportation

6. Use of appropriate technology

7. Information gathering/ seeking assistance

Focus: Social Skills

Definition: Behavior skills for successful interactions within the community.

Philosophy: To compensate for lack of visual modeling, strategies may be necessary to positively affect the social and emotional development, quality of life, and independence of students who are blind or visually impaired.

Objectives:

1. Appropriate interaction with family members, peers and others
2. A positive and accurate self-concept
3. Appropriate non-verbal communication
4. Identify and articulate personal values
5. Awareness of the personal and social aspects of sexuality
6. Courteous behavior and etiquette
7. Skills for problem solving, decision making, and personal planning
8. Skills for success in scholastic settings
9. A sense of personal and civic responsibility
10. Skills for success in positive self image of blindness
11. Skills for success in mental health

(Adapted from TSBVI Social Skills Curriculum)

Focus: Braille

Definition: Braille literacy refers to the development of braille reading and writing skills.

Philosophy: Braille literacy is fundamental to learning. It is essential for the enjoyment of literature and full participation in educational, employment and leisure opportunities for students who are blind or visually impaired. Braille is applied across all school curriculum areas.

Objectives:

1. Mastery of braille: contractions, rules, spelling, punctuation, grammar, layout and formatting procedures

2. Student knowledge and skills in reading, writing and appropriate technique of reading braille

3. The braille math code (Nemeth)

4. Student confidence and an appreciation for the value of braille reading

5. Opportunities for students to become independent braille users and learners

6. Training in the area of slate and stylus

7. Training in braille music

8. Functional braille skills as appropriate to individual needs.

9. Appropriate braille related technology

10. Access resources

Focus: Assistive Technology

Definition: Assistive Technology Device: any item, piece of equipment, or product system, whether acquired commercially or customized, that is used to increase, maintain, or improve functional capabilities of individuals with visual impairment.

Philosophy: Assistive technology is used to enhance the child’s skills; it cannot replace them. It is a tool to enable visually impaired and blind students to facilitate the achievement of educational, lifestyle and employment goals.

Objectives:

1. Utilize commonly used applications
2. Utilize current operating systems
3. Utilize assistive software
4. Utilize assistive hardware
5. Produce written communication in ink print and braille
6. Independently use optical character recognition devices
7. Access the printed word through electronic medium: e-books
8. Independently use note taking devices
9. Install and troubleshoot technology software and hardware
10. Know how to access resources

Focus: Career & Vocational Education

Definition: The process by which blind and visually impaired students learn work preparedness and job skills for future employment and/or avocation.

Philosophy: It is our expectation that our students will work as adults. We will prepare students with the skills needed to become and stay employed to the highest level of their ability.

Objectives:

1. To learn a variety of specific work skills that can be generalized to various occupational clusters.
2. To learn appropriate work related behaviors: time management, grooming, money management
3. To learn social skills appropriate to the work setting
4. To learn organizational skills for the work setting
5. To explore vocational options and to begin developing preferences: research, job-shadowing, work experience.
6. To provide pre-vocational training for young children
7. To learn and use skills of self-advocacy to obtain and progress in their jobs
8. To learn and use appropriate technology
9. To learn to access adult agencies

State Assessment and Blind Populations

In an effort to be accountable for student progress, WSSB has participated in statewide testing each year. We believe in the value of assessment and feel that it is imperative that students participate in assessments. The information gained from these exercises can provide keen insight into direction and strengthening of programs.

There has been some controversy regarding the current state test. Overall, blind students throughout the state have not fared well. Issues have included visual representation, visual bias and the omission of test questions. Conversely WSSB students have scored within the average range on the Iowa Test of Educational Development. It must be noted that the sample size for each test is too small to be included in the state report. Included are the Washington Assessment of Student Learning, and the Iowa Test of Educational Development for the class of 2005. These are followed by the Iowa Test of Education Development for the class of 2006.

It is noted that both groups scored low to average in Math areas while performing average in Vocabulary/literary materials and Expression advanced skills. Math is traditionally low for students that are blind and visually impaired. Much of this can be contributed to the visual nature of geometric shapes and graphs and the lack of adequate tactile representation. Another is that a large portion of the blind population has difficulty with spatial relation

ART DEPARTMENT

Program Description

The art department exposes students to art periods, artists, and art media. Students learn about the different art periods and about different artists within those periods. Students also are given the opportunity to create pieces of art using a spectrum of art supplies and equipment. In addition, the seven basic elements of art are studied throughout the entire curriculum.

Course Offerings

Elementary Art

Middle School Art

High School Art

Life Skills Art

EALRS

1. Be introduced to the skills and knowledge necessary to create art and to communicate about art. (Art EALRs: 1.1, 1.2, 1.3, 1.4, 1.5)

2. Be given instruction on how to apply skills they learn through the artistic process to reason and problem-solve. (Art EALRs: 2.1, 2.2, 2.3)

3. Be given instruction on using art as a means of communicating their ideas and feelings. (Art EALRs: 3.1, 3.2, 3.3)

4. Be given instruction on how the arts connect to other areas of life, work, and school. (Art EALRs: 4.1, 4.2, 4.3, 4.4, 4.5)

5. Develop skills to be successful in the classroom. (Communication EALRs: 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3)

Goals for Students

1. Increase the number of students taking art.
2. Incorporate technology into the curriculum.
3. Increase the number of students displaying artwork in the school and the community.

Future Standards

1. Improve Art room facilities.
2. Specified curriculum for all classes.
3. Creating partnerships with professional artists.

Areas of Improvement

1. Purchased tactual and accessible artwork for the campus.
2. Increased community connections by displaying students’ artwork.
3. Offered art to more students by adding high school art and middle school art.

Plan of Action

1. Construct new art room as part of capital projects.
2. Upgrade ceramics and pottery facilities.
3. Select curriculum for the classes.
4. Write grants and network with the community to bring professional artists to campus.