Washington State School for the Blind
Results of the March 21-23, 2004
NASC Accreditation
CORE Competencies in Blindness and Visual
Impairment: Focus on specialized skill
training for the blind.
Review Team
Mr. Bill Daugherty, Kansas State School for the Blind
Ms. Kathleen Brown, Parent Representation
Dr. Gary Snyder, Washington Sensory Disabilities Services
Ms. Karalee Woody, University of Washington, Digital
Learning Commons
Commendations:
1. WSSB
has adopted a nationally recognized outcomes checklist and adapted it to be
more concise and user friendly. There is
a system to prioritize the objectives for IEP team consideration. Achievement levels within the outcomes have
been assigned a level designation (A-E) in order to de-stigmatize students working
on below-age-level objectives. Students
receive baseline assessments and periodic re-evaluation to demonstrate
progress.
2. DLS
instruction in the cottages from 3:00-4:15 has an excellent structure—small
group, individualized instruction with few distractions.
3. WSSB
is using strategies, such as four 10-hour days to utilize after school
opportunities to address core competencies and reduce pullouts from academic
classes.
4. WSSB
has clear evidence that the area of social skills has been effectively
addressed. This was evidenced by all
students that the accreditation team met in a wide variety of settings. There are ample opportunities, i.e. Student
Store, Espresso Stand, etc. for students to interact with adults.
Recommendations:
1. WSSB
should use a low vision focus group strategy with students and possibly
consumers to discuss ways to increase the effective use of devices, aids, and
techniques designed to promote safe and efficient travel and greater visual
access to the environment. Begin the
process with an acknowledgement that student choice to use or not use a device
or technique depends heavily on how it affects their self image.
2. WSSB
should consider including in all competency objectives, language that
reinforces the visual impairment aspects of the objective, such as noting what
compensatory techniques are to be utilized.
This will strengthen the notion that students coming to WSSB come here
primarily because of their visual impairment, and will reinforce to all who are
involved in the student’s education (WSSB, parents, LEA, etc.) that there
really are proven techniques of blindness.
3. WSSB
should consider strategies (forms, processes, etc.) to ensure parents nearest
and dearest hopes (3-4) for skill attainment for their child or worked on by
all staff at all times. Often these
priority growth objectives are buried in the clutter of the IEP. For example, there may be a simple objective
that would have a positive impact on family life that gets lost in the
IEP.
4. WSSB
should explore ways to increase involvement in transition and DLS skill
attainment by parents who for a variety of reasons are reluctant to partner
with the school. It should be
acknowledged that some parents are intimidated by professionals, suspicious of
schools, or have family values or emotional issues that work against
follow-through on the use of the skill in the home and community. Find ways, such as home visits, to recognize
and address these issues.
5. Braille
reading speed and fluency having been identified as areas of concern by school
staff. Teachers should organize into
study groups (interested parties) to review the current research on increased
speed and fluency in Braille and devise a unified set of strategies (develop a
unified approach) on this subject for all faculty to work from.
Distance Learning:
WSSB wanted to place a special focus in this important area, since
numerous programs are being piloted this year and numerous partnerships have
been developed in providing one more tool for students, staff, and parents.
Review Team
Dr. Mike Bina, Hadley School for the Blind
Dr. Gary Snyder, Washington Sensory Disabilities Services
Ms. Karalee Woody, University of Washington, Digital
Learning Commons
Commendations:
1. The
school should be commended for securing resources for purchase of equipment for
distance learning and technologies to enhance student learning, professional
staff development, and parent training.
2. The
school should be commended for its vision and implementation of distance
learning strategies.
Recommendations:
1. That
the school develops, based upon comprehensive needs assessment, a detailed plan
to focus its approach in using distance education methodology.
2. We
recommend that the school continue planning to implement programs that will
allow parent involvement via distance technology.
3. That
the school explores the feasibility of involving the students in technology
maintenance as a learning opportunity.
4. That
the school explores strategic funding partnerships with other agencies and
schools in the Blindness Field to approach corporations, foundations, and
individuals.
Expanded Academics/Electives
Review Team
Ms. Karalee Woody, University of Washington, Digital
Learning Commons
Ms. Kathleen Brown, Parent Representation
Commendations:
1. Strong
program in Music, including music braille, composition, performance, and
competition in the larger community.
2. Comprehensive
learning tools in science including plans for distance learning through HP
grant.
3. Extra
curricular learning opportunities such as NASA Space Camp.
Recommendations:
1. Explore
utilization of Hudson Bay HS and other local schools to provide students with
enhanced discussion opportunities and greater exposure to mainstream education
and society. This could create opportunities for team teaching WSSB and other
institutions.
2. Identify
and utilize appropriate text (print, braille, online) in the natural sciences.
3. Explore
methods to create travel opportunities for students to learn in other
environments such as trips to WA DC, etc.
Fitness/Recreation/Health/Sports Programs: Focus provided in the areas of daily physical
education type programs to after school recreation/leisure to sports program
options for students.
Review Team
Dr. John Davis, KWRL
Ms. Kathleen Brown, Parent Representation
Commendations:
1. Highly
educated, creative, and enthusiast staff in the areas of health and fitness.
2. Fitness
programs and activities which provide students with the opportunity to make
choices and enjoy the process.
3. Individualized
attention to students to educate them regarding fitness and to engage them in
measuring their own success.
4. Creative
work experience opportunities for students to learn duties of health
assistants.
Recommendations:
1. Explore
student use of community fitness centers, such as the Parsley Center, to model
use of such resources in their own communities.
2. Explore
further development of classes focused on health and fitness issues and
learning opportunities available through other organizations such as the Red
Cross.
3. Recommend
menu changes in contracted food service program to provide healthier choices for students.
4. Continue
to acquire fitness equipment for students to increase their knowledge of its
appropriate use and comfort with using it in other environments.
Improve student learning and performance in
mathematics across all curricular content areas and grade levels.
Review Team
Claire Gates, Northwest Regional Labs.
Dr. John Davis, KWRL
Commendations:
1. Students
have access and support for a wide range of mathematics learning opportunities
inside and outside the school as evidence by Hudson’s Bay high School, Running
start at Clark Community College, distance learning, and internet classes.
2. Higher
level (academic mathematics) seems to be aligned with EALRS.
3. Teachers
in middle and high school are highly trained and skilled in teaching
mathematics, rather than teaching the subject by default without adequate
background.
4. Outstanding
dedication and skills are noted by the fact that teachers must be proficient in
Braille and Nemeth code in order to translate mathematics curriculum for
effective instruction.
5. All
students are on an IEP; therefore teaching is truly personalized and
appropriate with specially designed programs.
6. Life
skills and independence are stressed in all areas, including mathematics, and
at all grade levels, with a high degree of success.
7. An
amazing array of technology is utilized to support mathematics instruction and
learning in original and creative ways.
8. Visionary,
out of the box, student-centered thinking is evident from the leadership team.
9. Multiple
ancillary programs (low vision clinic, Braille access center, outreach program,
etc.) strengthen support for the mission of the school from stake-holders and
the legislature.
10. The choice of
standards- based curriculum for K-8
Recommendations:
1. The
assessment instruments that fit the unique needs of blind students are clearly
lacking are a concern to staff. However, staff should take the lead in turning
this problem into an opportunity by working to build assessment instruments
that are appropriate for blind students.
2. There
could be much more alignment and articulation between the various curriculum
areas and mathematics….integration of curriculum.
3. Vertical
teaming should be ongoing and regularly scheduled.
4. Research
shows that problem solving may occur at the same time as basic skills
acquisition. Conceptual understanding of
mathematics may be able to be taught differently from the hierarchical. An
examination of current research in mathematical instruction should be
undertaken to see if there are implications for blind students.
5. Current
research suggests that elementary students need at least one hour of
mathematics instruction daily. A review of current time allocation of reading
and mathematics should be undertaken to see if practice is consistent with
research.
Outreach Program:
This will focus on Itinerant services to local school districts and
educational services districts, Statewide Technology Resource Center, Braille
Access Center, Instructional Resource Center and In-service Training
Opportunities.
Review Team
Dr. Gay Selby, Higher Education
Dr. Mike Bina, Hadley School for the Blind
Ms. Karalee Woody, University of Washington, Digital
Learning Commons
Dr. Gary Snyder, Washington Sensory Disabilities Services
Commendations:
1. The
Outreach department is exploring the right avenues, taking the right approach
with the schools, and asking the right questions about the relationship of
outreach and the on-campus school program.
2. The
school should be commended for questioning existing assumptions about how to
break through to unserved and underserved students throughout the state.
3. The
school should be commended for its forward looking, serious commitment for
supplementing local services using highly trained and credentialed staff
dedicated to providing services in a quality manner.
Recommendations:
1. The
team recommends administrative consideration for expanding staffing which would
provide facilitation of students to reintegrate into local schools. The school should focus on both the transition
of students at the time of entry to and exit from the on-campus program.
2. Continue
to explore how to make sure that the outreach faculty and the on-campus staff
and faculty have some experience and understanding of each other’s expertise,
daily responsibilities and constraints and needs. IEPs should be structured for reintegration
into public schools. This requires that campus based program staff coordinate
with outreach staff to provide a seamless transition. They need to be aware of
the culture and unique needs of students in public schools which is primarily a
visual environment which requires the use of black boards, overheads,
utilization of low vision devices, etc.)
3. The
team recommends that consideration be given to staffing a state funded
assessment team that would be available to work with school districts in
assessing student and program needs.
4. As
part of the State of Washington Master Plan for Special Education or similar high
level statewide plan, consider the feasibility of WSSB playing a major role and
taking responsibility for a unified, consultative model under which all
consultations in the state would be supervised.
Increase parent involvement and expectations for
student achievement.
Review Team
Mr. Bill Daugherty, Kansas State School for the Blind
Mr. Dennis Mathews, Educational Service District 112
Commendations:
1. High
level of communication with parent through email, progress reports, report cards,
daily and weekly reports, telephone, and special events.
2. Students
are informed about their role in the curriculum and expectations for meeting
state standards.
3. IEP
participation is high for parents and students both, and parents report that
WSSB’s IEP process is very impressive.
4. Parents
report that they are very informed about student progress, and that teacher are
always available to them.
5. Students
are actively involved in planning for events that bring families into the
school such as open houses, concerts, etc.
6. Parents
knew who their child’s advocate was and what that person’s role is with their
child.
Recommendations:
1. More
video cameras are needed in the cottage program to record baseline data on
skills and to share progress with parents.
2. Expand
video opportunities for parents to see
what is going on around school such as special events and training
opportunities
3. Increase
partnerships with Child and Family Services to do home visits that will
supplement and support DLS activities in the student’s home
4. Host
more parent training opportunities, such as parent weekends.
5. When
Open Houses are held at the school, all teachers should be present and all classrooms
open.
6. Utilize
staff more for family training and conferencing opportunities. Explore having
an outreach person not necessarily tied to fees for service who can coordinate
such opportunities in partnership with other agencies and organizations.
Improve student learning and performance in reading
across all curricular content areas and grade levels.
Review Team
Ms. Judi Hoppes, Vancouver School District
Ms. Barbara Gelsderma, Northwest Regional Labs
Mr. Ed Little, Skyview High School
Commendations:
1. Building
seems to be child centered with many literacy activities in the classrooms.
2. Staff
seems to be very interested in students and what goes on with students.
3. Building
climate/feeling tone is very positive and caring.
4. Well
equipped with computers and the necessary technology that enhances literacy.
5. Staff
seems to be very mindful of individualizing individual instruction for
students.
6. The
teacher student interactions are positive and there seems to be an
understanding of the grade level needs of the students.
7. Excellent
ratio of students to adults within the classroom which helps support student
literacy.
Recommendations:
1. Create
a literacy focus within the building by identifying three literacy goals that
are understood by all staff.
Identify proven strategies that can be utilized
across all grades and all curricula levels
Identify a literacy coach to assist teachers by
modeling and co-teaching literacy techniques
Identify tools to assess literacy progress
2. Establish
a common language using higher level thinking skills
Assist teachers with developing lessons that
teach higher level thinking skills
3. Establish
quarterly meetings to promote communication among staff in order to articulate
a clear vision of a K-12 literacy focus
4. Establish
benchmarks for fluency development for all students
Adapt current fluency standards to meet the needs
of your students
Establish quarterly fluency assessments with a
tracking and reporting system
5. Create
a mini literacy portfolio to accompany a students IEP
School Administration/Leadership and Future
Direction: Include the administrative
side of the school and closer examination of strategic planning, organizational
structure, plans and priorities, partnerships, etc.
Review Team
Dr. Gay Selby, Higher Education
Dr. Mike Bina, Hadley School for the Blind
Commendations:
1. Enthusiastic,
energetic, purposeful leaders who seem to work well together and challenge each
other.
2. Attitude
of “anything is possible” seems to be pervasive.
3. Leadership
seems eager to form partnerships to provide services and to secure resources.
Recommendations:
1. Develop
a master plan (the next generation of Strategic Planning Process) that is
comprehensive to include: (Do this as planning done with “strategic partners”
throughout the state.)
Needs assessment
Data research
Goals
Strategies
Evaluation
Marketing, public awareness, public education.
2. “Re-brand”
the image of the school for one that is less institution to one that is more
service-centered.
School Facilities/Student Safety: Focus provided in the area of what has been
accomplished over the years in the area of facilities being designed to meet
student needs and also addressing student safety.
Review Team
Mr. Bill Daugherty, Kansas State School for the Blind
Dr. Gay Selby, Higher Education
Commendations:
1. WSSB
is the model of the modern, attractive, functional and safe facility for
children. The buildings and grounds are
maintained in absolute top form by small, skilled, and efficient staff.
2. WSSB
is an excellent community partner who has purposefully and strategically
encouraged a feeling of ownership by its neighbors.
3. WSSB
has placed student safety and supervision as a top priority. Staff receive intensive annual safety
training, and the level of supervision of students is very high. Students must go through a rigorous process
to earn the opportunity to travel unsupervised in the community. The use of lighting, cameras, and the design
of the facilities all work together to promote safety and security.
4. WSSB
leadership has done an outstanding job in working with the state legislature to
secure funding for new and upgraded facilities.
Recommendations:
1. WSSB
should review the parent consent aspects of the “walking papers” O&M off
campus pass to ensure that parents are well-informed of the potential dangers
and liabilities inherent in community travel.
Parents can sometimes forget that there sign off on the process can
essentially give blanket permission for their child to travel into
environments, and at times of the day, that the parent might not permit if the
student were at home.
2. WSSB
should thoughtfully design the movement of the track to the center of the
campus in a way that maintains the aesthetics of the open green space.
Develop programs to meet statewide and school wide
needs in the areas of compensatory skills and technology.
Review Team
Dr. Gay Selby, Higher Education
Dr. Mike Bina, Hadley School for the Blind
Dr. Gary Snyder, Washington Sensory Disabilities Services
Commendations:
1. WSSB
should be commended for developing the Outreach Program and learning how to
fund it through contractual agreements with school districts.
2. WSSB
should be commended for developing unique learning programs and tools for
teaching and reinforcing learning of Braille. The Braille / Intellectuals
program has wonderful possibilities for learning, both in terms of student
learning and teacher training.
3. WSSB
should be commended for noticeable improvements in the physical plant, grounds,
energy efficiency, and ergonomic design, appearance, cleanliness which are sensitive
to establishing a warm, attractive, home-like environment.
4. The
WSSB leadership team is forward looking, open to new ideas, and seeks resources
to assist children and families. At the same time WSSB has remained children
and family centered in its approach to its mission. Faculty and staff seem very
engaged with students in an authentic and positive way.
Recommendations:
To assume a more purposeful, comprehensive state-wide role:
·
Conduct a statewide needs assessment of student
needs, gaps in services, and the niche that the school could play.
·
From this WSSB can develop a fully articulated
and tailored “Array of Services” and programs to be offered for students and
parents.
·
The school should lead efforts to establish a
requirement that all parents are notified of the full array of services
available including those in local education agencies and the on-campus and
outreach programs offered by WSSB.
·
The school should market itself as an “oasis of
opportunity” such that local education agency personnel and parents don’t see
the school only as a “school of last resort.”
We recommend that the planning and implementation of an
early childhood program proceed as discussed. This prospective program will
help students get the much needed early start in the areas of emergent literacy,
concept development, and the skills independence and socialization.
We recommend that additional partnership opportunities with Vancouver Schools be explored focused on involvement of WSSB students with LEA, preschool, and elementary students.
We recommend additional partnerships with Vancouver Schools
be explored focusing on enhanced opportunities for sharing of resources, cost
savings and program collaborations.
We recommend that the Foundation be expanded to seek additional sources of income and revenue to support to students, faculty, and overall programs.
We recommend expansion of the outreach program to include the state funded direct service positions.
We recommend that WSSB Outreach expand their evaluation services statewide.
We recommend that a plan be developed and implemented for short-term placements for public school students on campus.
Transition Services/Programs/LIFE Skills, Career
Education and Work Experience: Focus
will cover a wide range of areas from experiential education with young
children to community work experience.
Review Team
Mr. Bill Daugherty, Kansas State School for the Blind
Commendations:
1. The
LIFTT program is an excellent model that will fill a much needed area of
service and ensure better life-long outcomes for kids. The program opens up a growing partnership
with the adult Vocational Rehabilitation program. The structure of the program increases the
likelihood that the participants will look to the community rather than the
school for opportunities.
Recommendations:
1. WSSB
should continue to explore with adult Vocational Rehabilitation a status for
LIFTT participants that pulls them out of the “student” category. This might help address a variety of safety
and supervision issues which are necessary for students. Such a status places the participant more in
an adult consumer role with adult responsibilities and consequences.