WSSB
Residential Program Overview
The mission of
the Washington State School for the Blind (WSSB) is to provide specialized
quality educational services to blind and visually impaired youth, age birth to
21 within the state of Washington.
As part of its
integrated approach to providing a 24 hour student learning environment, WSSB
offers a residential program to qualifying students who live beyond a one hour
commuting distance from the school, and, on a space available basis, to local
students with compensatory daily living and/or social skills needs. Students from across Washington State
attending WSSB reside in the cottages during the week and return home to their
families on weekends.
The purpose of
the residential program is to provide a safe, positive, mentoring environment
where students can grow emotionally and excel academically. Staff members hold a high expectation for
progress and performance for both academic and non-academic students who attend
the school. To this end, residential
staff provide instruction in the full spectrum of independent living skills,
assist with academics, coordinate and supervise after school and evening
recreation and community-based activities, and integrate principles of
orientation and mobility into all aspects of student care. They assist in developing student IEP goals
and objectives, advocate for student needs by communicating regularly with
parents, teachers, nurses and the school counselor, make referrals as needed, while
modeling and teaching skills of self advocacy. The program also provides direct
physical and mental health care services through WSSB nursing staff and
Columbia River Mental Health’s on-site therapist. Food Service and weekend transportation for
WSSB students complete the department’s umbrella of programs.
Safety is a
priority at WSSB. The facility is a
closed campus during afternoon and evening hours. Students are allowed to leave campus from
3:00 p.m. to 8:00 a.m., only after “walking papers” for specific routes and
locations have been issued by WSSB Orientation & Mobility instructors and with
specific permission from a school administrator or Residential Life Counselor
(RLC), unless attending a scheduled educational program.
Courses Offered
·
Individual
and small group instruction in daily and independent living skills in students’
living environment, with emphasis on ability assessment and accomplishment of
established IEP objectives
·
Individual
and small group evening study sessions in cottages to support students’
academic and/or vocational endeavors
·
Instruction
in self-medication in Health Center and cottages with nurse oversight
·
Instruction
in health and nutrition in Health Center and cottages by nursing staff
·
After
school and evening recreation activities on campus and within the local
community
·
Work
experience in a simulated small business environment in the Recreation Center’s
student store and espresso bar
Goals for Students
·
To
develop compensatory and decision-making skills to maximize personal
independence
·
To
develop solid personal organizational management skills and study habits
·
To
develop, incorporate, and demonstrate healthy lifestyle choices in the areas of
nutrition, fitness, and disease prevention
·
To
develop confidence, self-image and esteem, and appropriate social interaction
skills
·
To
develop the knowledge and skills in students necessary for them to
independently incorporate a variety of recreational and leisure activities into
their lives
·
To
gain hands-on experience and develop individual abilities in a small business
operation setting. To develop and demonstrate
communication and advocacy skills applicable to future employment acquisition
Future Standards for Department
·
Design
and implement intensive, structured daily living and independent living skills
instruction “blocks”, as needed, to meet individual student needs
·
Re-establish
and heighten the effectiveness of the post-high school transitional independent
living program by completing the design and implementation of the LIFTT (Learning Independence for Today and
Tomorrow) Program (scheduled to start in February 2004)
·
Develop
and implement a distance learning course to instruct parents in techniques of
teaching daily living skills
·
Expand
money management instruction to real-life experiences with budgeting, banking, and
ATM use
·
Expand
on-campus work opportunities to include job experiences in food service,
vehicle maintenance, and the Health Center
Areas of Improvement
·
Daily
and Independent Living Skills instruction incorporated into after-school
activities for all age groups. Staff
assigned responsibility for specific students’ instruction, monitoring and
documentation of progress on IEP goals and objectives
·
Enhanced
daily student participation with dinner preparation in cottages
·
Use
of WSSB DLS checklists in both day and residential programs
·
Health
Center policies/procedures reviewed and revised using local and other
residential schools as information resources
·
System
established for appropriate sharing of student health information as it relates
to food service (special dietary needs), day and residential education
programs, and student transportation
·
Nursing
staff teaching health, nutrition, and substance abuse prevention and cessation
classes in both day and residential settings
·
Incorporation
of “bubble packing” system into Health Center and self-medication
administration program
Plan of Action
·
Independent
Living Skills Modules: Work
in concert with the Education Department to develop an intensive, short-term, daily
and independent living skills module that transitions smoothly between day and
evening programs
·
Transitional
Independent Living Program:
Cooperatively plan curriculum and logistics, partnership exploration, brochure
development, and information dissemination for the transitional post-high
school LIFTT Program
·
Distance
Learning Course: Form a
cadre to research various techniques for teaching Daily Living Skills, identify
potential course instructor(s), complete a draft and timeline for course
development. Produce a pilot video of
lesson(s) for critique and refinement. Coordinate
timeline and action plan with Distance Learning Coordinator
·
Money
Management Program; Contact
local banks or other financial institutions about opening a weekly bank branch
on WSSB campus in Business Office.
Initiate hands-on training with budgeting and ATM use during
after-school DLS program
·
On-Campus
Work Experience Opportunities:
Explore job opportunities with food service, vehicle maintenance, and Health
Center staff. Research and identify
needed job coach staffing options to make job experiences feasible and valuable
Evidence of Improvement
·
Intensive
daily and independent living skills module is offered, tested, and added to the
school’s program delivery options
·
LIFTT
Program begins with two or more students during 2004. Program is assessed on a regular basis, and
refinements are made accordingly
·
Distance
Learning course of instruction for parents is offered by WSSB and becomes a
long-term educational resource for parents and school districts
·
Bank
branch is established on WSSB campus.
Students have the option to conduct banking activities at the campus
branch on a weekly basis. Hands-on
instruction in budgeting and ATM use becomes a regular part of afternoon DLS instruction
·
A
minimum of two jobs in food service, vehicle maintenance, and the Health Center
are offered as part of the on-campus Work Experience Program
Food
Service Accreditation Input 2003-04
Instructions: Use the following rating scale to evaluate
the extent to which the service meets each of the critical components of the
program area.
(3) The
critical component is surpassed in an excellent manner
(2) The
critical component is met
(1) The
critical component is not met but there is an acceptable plan to do so
(0) The
critical component is not met and there are no acceptable plans to do so
(NA) The critical component does not
apply
10.
Critical
components:
A.
Nutritional, well-balanced meals are served in
pleasant surroundings. Score 1.75
B.
Comfortable seating arrangements are provided in
a family style setting. Score 2.5
C.
The number of students per table is small enough
to encourage a relaxed atmosphere with opportunities for positive social
experiences. Score 2.75
D.
Sufficient time is provided for meals. Score 2.25
E.
Adaptive eating utensils are provided as needed
for students. Score 2.75
F.
Instruction is provided in acceptable table
etiquette, methods of handling food, and use of tableware. Score 2.25
G.
Students have opportunities to plan menus,
purchase food and prepare snacks and meals for instructional, recreational and
leisure purposes. Score 2.25
H.
Students have healthy, nutritional snacks. Score 2.25
I.
Adequate equipment and supplies are provided for
cook-outs and special events. Score 2.25
J.
Students have opportunities to evaluate and
propose changes in the food service program.
Score 1.5
K.
A variety of serving methods is utilized, such
as family style and cafeteria style. Score 2.75
L.
Students are involved both as guests and as
hosts in different social situations such as picnics, parties, formal and
informal meals. Score 2.25
M.
Students are offered opportunities to eat in
various locations ranging from fast food to fine dining restaurants. Score 2
N.
Special diets such as diets for: weight control, low sodium and food allergies
are available for students and are monitored routinely. Score 2.25
O.
Adaptive feeding techniques and instruction are
utilized as prescribed by specialists. Score 2
P.
Menus are reviewed and approved by an
appropriate nutritionist or dietician. Score 1.25
Q.
Food service facilities are inspected regularly
and meet state and local health regulations. Score 2
Comments
From what I’ve seen….There is a huge
improvement in healthier snack options, less junk food around, and less wasted food in the cottages. We are still getting high fat dishes from the
deaf school for main meals. I think if
we can get the WSSB food service operational for all cooking on campus
kids/staff input will be more valued and the fat content will hopefully go way
down.
Just my thoughts, Sarah
Behavioral
Needs Accreditation Input 2003-04
Instructions: Use the following rating scale to evaluate
the extent to which the service meets each of the critical components of the
program area.
(3) The
critical component is surpassed in an excellent manner
(2) The
critical component is met
(1) The
critical component is not met but there is an acceptable plan to do so
(0) The
critical component is not met and there are no acceptable plans to do so
(NA) The critical component does not apply
7. Behavioral Needs. The needs of students with maladaptive
behaviors are addressed.
Critical
components:
R.
Written programs exist to describe the
procedures for developing improved behaviors in students with maladaptive
responses. Score 3
S.
There is a clear policy regarding the use of
disciplinary action, aversive reinforcement and pharmacological therapy, which
is communicated to staff and parents. Score 2
T.
Behavior management programs are individually
developed with an approval procedure whereby parents have opportunities for
input and consent of the final behavior management plan. Score 3
U.
There is consistency in the implementation of
behavioral programs throughout a student’s program. Score 2
V.
Data are routinely collected on student
responses to behavioral programs and program changes are based on this data. Score 2.75
W.
An appropriately credentialed professional is
available to monitor and act as a resource to staff in dealing with maladaptive
behavior. Score 3
X.
Behavioral programs reflect a positive approach
and teach behavior change by encouraging adaptive, alternative skills. Score 2.75
Y.
The program has a written policy regarding the
use of non-violent physical restraint of students who demonstrate aggressive or
dangerous behavior. Staff are trained in
the use of the techniques and parents are informed of the policy. Score 1
Comments
Critical component “B” comments stated that the policy for aversive
therapy needs to be available to staff, that we have one but it needs to be
found. Also, it was stated that there
are no plans for pharmacological therapy for family to implement.
Residential Department Accreditation
Input 2003-04
Instructions: Use the following rating scale to evaluate
the extent to which the service meets each of the critical components of the program area.
(3) The critical component is surpassed in
an excellent manner
(2) The critical component is met
(1) The critical component is not met but
there is an acceptable plan to do so
(0) The critical component is not met and
there are no acceptable plans to do so
(NA)
The critical component does not apply
Residential Department
Accreditation Survey 2003-04
Child
Supervision
There
is a consistent and positive system of child supervision with appropriate staff
to student ratios provided 24 hours a day for all students in the residential
program.
Critical
components:
A. Supervision is conducted in a manner designed
to help the student develop a positive self-image. Score 3
B. Student rights and responsibilities are
clearly stated and disseminated in appropriate media to students, staff and
parents. Score 3
C. Rules of behavior are periodically reviewed
and revised with appropriate participation of the school administration, staff, and students. Score 3
D. Rules of behavior and consequences are
consistently applied. Score 1
E. Counseling services are available. Score 3
Reports
The
residential program uses a system of written communications, reports, and
records to facilitate day-to-day operations.
Critical
Components:
A. Written information about students is
maintained in each cottage about such things as allergies, medication,
communication systems, favorite pass times, and family compositions. Score 3
B. Written medical and emergency procedures are
available in each cottage and clearly understood by all personnel. Score 2
C. Daily logs and checklists are maintained to
record significant activities, facilitate day-to-day planning and problem
solving, and to assist in implementing the individualized education program of
each student. Score 3
D. Incident reports are maintained in each
cottage and reported in accordance with school procedures. Score 3
Cottage
Facilities
There
are functional and comfortable living quarters suited to the chronological
ages, physical needs, and development levels of students.
Critical
Components:
A. Bedroom occupancy ranges from one to four
students. Score 3
B. Bedrooms contain adequate dresser drawers,
mirrors, and closet space designated and accessible to each student for
clothing and personal belongings. Score 3
C. Common living areas which are functional and
comfortable are provided for students and their guests. Score 3
D. Bathroom and shower facilities are accessible
and provide safety, privacy, and convenience. Score 3
E. Accessible laundry facilities are available
for student use. Score 3
F. Quiet study areas are provided and suitably
equipped with tables, chairs, writing equipment, low vision devices, individual
variable-lighting units, and adaptive equipment. Score 3
G. Accessible kitchen facilities are available
for students to use as needed for preparing meals and snacks. Score 3
H. Each student is provided a secure private
space for personal items. Score 3
Cottage
Facilities
Program
Description:
The
Health Center at Washington State School for the Blind function is to care for
both the short term and the long term health needs of students. Students receive medical care for acute and
chronic health conditions, while learning about their medical conditions and
how to care for their needs. The
students are given the framework and training to care for their medical needs
as independently as possible based on the student’s ability.
Preventative
health is stressed in areas such as nutrition, disease prevention, substance
abuse prevention, smoking cessation, and avoidance of risky lifestyle behaviors. This is done on an individual base, and has
broadened to group teaching. Staffs are
also informed and receive instruction regarding student medical needs they need
to be aware of to best support the student’s education and overall health. The nurses collaborate with parents,
physicians, clinics, pharmacists, speech pathologists, counselors, and physical
therapists to coordinate the care needed possible for the students attending
WSSB.
Courses
Offered:
·
Self medication program; high school students have
the option of learning to medicate themselves in their living environment with
nurse oversight.
·
Individual classes; classes are based on
student’s interests and health needs including but not limited to: diabetes
education, smoking cessation, nutrition, and hygiene.
·
Classroom/Residential teaching; health,
nutrition, and other health related topics are taught in the classrooms and in
the cottages as staff request and/or needs are observed.
Goals for
Students:
·
The student will understand his/her medical conditions
and how to care for them and advocate for their needs as independently as
possible
·
The student will understand his/her medications
and know their uses, dosages, and medication schedule
·
The student will understand and demonstrate
healthy lifestyle choices in the areas of nutrition, disease prevention, and
abstinence from illegal drug use
·
The students, who are interested, will have the
option of participating in a training course and working as a health center
assistants
Alignment of
State EALR’s:
Future
Standards for Department:
·
Begin optional after school activity in health
teaching/learning health promotion activities
·
Provide training for students interested in working
in the health center
·
Incorporate work experience students to become
involved in jobs in the health center and increase job related experience in
the health care field
·
Provide students with information to research
health related topics of their own conditions or other medical topics
Areas of
Improvement
·
Broadened teaching
focus more to group situations (classrooms
and cottage classes) to impact more students, as well as continuing with
focused individual needs teaching
·
Determine if care plans
should be implemented or if additional health goals should be put into the
student IEP to promote tracking on whether student’s health goals are being met
·
Increase involvement with IEP planning related
to student health goals
·
Assessed teaching needs and updated health center
resources
Plan of Action:
·
Create learning activity plan for quarterly
schedule including information regarding nutrition, dental hygiene, disease
prevention, etc. and begin program
·
Study student needs regarding medical conditions
and create folders of information for reference for students
·
Plan tasks so that
students may assist with in the health center,
while working within with confidentiality
guidelines and student capabilities
·
Create health center assistant training program
goals and objectives, purchase teaching materials, and design daily lessons
·
Assess student health goals through consultation
with the student and parent, and design steps to work towards the goals
Evidence
of Improvement:
·
After school health promotion classes will be
offered on a regular basis
·
Interested students will
be given the opportunity to work in the health center after completing
appropriate training course
·
Student development in
regards to health goals will be clearly documented
·
Students will have access to appropriate medical
information and the health center can be utilized as a reference and resource
for school and personal research
Evidence
of Improvement:
·
90% of capable students
will understand medical conditions and how to care for them independently
depending on student capability
·
90% of capable students
will understand their medication uses, dosages, and medication schedule
Health
Services Accreditation Input 2003-04
Instructions: Use the following rating scale to evaluate
the extent to which the service meets each of the critical components of the
program area.
(3) The critical component is surpassed in an
excellent manner
(2) The critical component is met
(1) The critical component is not met but there is
an acceptable plan to do so
(0) The critical component is not met and there
are no acceptable plans to do so
(NA) The critical
component does not apply
Cluster Four, Health Services
13.
Medical Screening and Evaluations.
A complete program of medical screening and evaluation is provided to
all students.
Critical components:
A.
Current and comprehensive medical, psychological
and behavioral information is available on each student. Score 2.25
B.
Medical histories are reviewed by appropriate
personnel prior to student enrollment. Score 2.25
C.
A comprehensive array of medical screening such
as hearing loss and scoliosis is in place and provided periodically. Score 2.6
D.
Policies and procedures regarding screening and
evaluations are clearly defined in writing.
Score 2.3
E.
Parents/guardians consent is secured prior to
medical evaluations. Score 2.4
F.
Parents/guardians are advised of screening and
evaluation results. Score 2.6
G.
Screening and evaluation results are shared with
all staff working with a student. Score 2.25
H.
Screening and evaluation results are utilized in
the individual education planning process.
Score 2
I.
Appropriate referrals are made to specialists as
a result of the screening process. Score 2.5