Strategic Plan 2016 2019

Strategic Plan
2016 – 2019
2016-2019
Vision Statement
33 North Institute CSDB…Learning, Thriving, Leading
Colorado Springs, CO 80903
Phone: (719) 578-2100 Mission Statement
The Colorado School for the Deaf and the Blind provides children and families
Fax: (719) 578-2239 statewide with comprehensive, specialized education services in safe, nurturing
Website: www.csdb.org environments. We empower learners to become self-determined, independent,
contributing citizens within their communities.
CSDB Strategic Plan 2016-2019
Approved by the Board of Trustees: May 12, 2016 Page 0 of 32
Academics
Goal: CSDB students will develop 21st Century Skills: collaboration, critical thinking, information literacy, self-direction & invention,
through accessible, experiential learning opportunities, in order to be college and/or career ready.
Family-Centered Early Education (FCEE) Goal: FCEE students, (Birth-8), will demonstrate developmentally appropriate growth in the
areas of literacy, math, language, social-emotional, physical, and cognitive.
Action Steps Staff Members Outcomes
Responsible
Year One:
 Provide professional development on the  Technology Curriculum  Teachers will demonstrate
technology scope and sequence, in order to Team growth on teacher evaluation
embed technology skills within instruction. rubric, spot observations and
Objective: Students will demonstrate growth within academics and
identified areas of specialized skills, through personalized learning.
 Identify common curriculum, standards and  Director of Curriculum, performance plan reviews.
instructional practices and assessments, based Instruction, and  Students will demonstrate
upon early childhood milestones (0-8), for Assessment growth on pre- and post-
teachers and service providers. assessments to include:
 Identify program structure for infants and  Program Administrator - Teaching Strategies
toddler classes on-campus. GOLD
 Identify and implement appropriate  Director of Curriculum, - STAR Math
assessments, at intake and regularly scheduled Instruction, and - Developmental Reading
throughout the school year that are Assessment Assessment (DRA-2)
individualized for students. - IEP objectives met
 Identify a curriculum and assessment team  Director of Curriculum, - Technology Skills
Instruction, and Checklist
Assessment - Formative assessments
- ASL and Braille
 Develop a personalized learning profile, to  Curriculum/Assessment assessments
follow students between departments, and Team - ECC checklist
include assessment information. - Other identified
 Learning environment and class schedule allow  PK– 2 grade service
nd assessments
for Project-Based Learning (PBL), thematic- providers  FCEE program will
based instruction, experiential learning, and demonstrate improvement, on
play-based learning approach within and the identified program
outside of classroom environments. evaluation assessment.
 Modify spot observation form to include  Program Administrator
personalized learning and high quality
classroom environments
 Identify which assessment tool will be used to  Curriculum/Assessment
formulate Learning Media (for students who are Team
Blind/VI) and Communication Plans (for
students who are Deaf/hard of hearing).  PK – 2nd grade service
 All teachers will consistently follow and providers
implement primary and secondary learning
recommendations (Learning Media Plan –
students who are Blind) and communication
modalities (Communication Plan – students
who are Deaf).  ASL and Braille
 Utilize criteria for determining Braille and ASL Teachers
services and provide remediation to students
with significant delays, through appropriate IEP
goals/objectives.  Preschool – 2nd grade
 Develop team norms and expectations for teachers and service
supporting ASL and spoken language providers working with
development, for children who are Deaf students Deaf/HH
receiving on-campus services.  Program Administrator
 Provide personalized professional development
to ensure completion of identified action steps.

Years Two and Three:
 Develop and implement infant and toddler  Program Administrator,
educational opportunities on campus. PK– 2nd grade service
 Investigate the possibility of an outdoor providers
classroom or learning space.  Program Administrator,
 Provide instruction and support in language and PK– 2nd grade service
literacy development (ASL, English, and providers
Braille), following student profile.  PK– 2nd grade service
 Curriculum and assessment team will monitor providers
student progress and identify appropriate
interventions (Response to Intervention needs).  Curriculum and
 Identify the critical categories and specific Assessment Team
developmental milestones, of Expanded Core
Curriculum, appropriate for students preschool  Curriculum and
– 2nd grade. Assessment Team
 Develop and utilize an assessment to
document competency in the identified
categories and skills of the Expanded Core  Curriculum and
Curriculum. Assessment Team

Responsible
Year One:
 Develop task force with representatives from  FCEE Program  Survey stakeholders, to
various stakeholder groups (CSDB, CHIP, The Administrator identify satisfaction with
Resource Exchange (TRE). Audiologists, local collaborative efforts.
Objective: CSDB staff will foster collaborative relationships to engage parents,
community stakeholders and CSDB service providers, as partners in student
Teachers of the Deaf / Teachers of the Visually

Impaired, Anchor Center for the Blind, etc.)
 Send representatives from CSDB to TRE and  Preschool thru 2nd grade
preschool transition IEP meetings teachers and service
providers
 Collaborate with early intervention providers, to  Preschool thru 2nd grade
share information, during Part C to Part B teachers and service
transition. providers

 Task force meets regularly and identifies  FCEE Program
consistent strategies for continued Administrator
collaboration.
learning, development, and achievement.
Year One:
 Collaborate with families to provide a variety of  FCEE Program  Increased parent satisfaction
parent engagement opportunities. Administrator and connection, as measured
by satisfaction and qualitative
 Increase school-parent communication and surveys.
collaboration, by enhancing the website, and  Preschool thru 2nd grade  Increased attendance, at
establish parent-focused Social Media teachers and service planned events.
presence. providers
 Develop infant and toddler parent-focused
educational opportunities.  Preschool thru 2nd grade
teachers and service
 Develop and analyze parent satisfaction providers
surveys, for parent-focused events.  Preschool thru 2nd grade
providers

 Develop a structure and identify a curriculum,  ASL and Braille
for family ASL and braille classes. Teachers

 Provide family ASL and braille classes.
 ASL and Braille
 Provide infant and toddler parent-focused Teachers
educational opportunities.  Preschool thru 2nd grade
 Modify and expand the parent engagement providers
opportunities, based on year one feedback.  Preschool thru 2nd grade
providers

Academics
Goal: CSDB students will develop 21st Century Skills: collaboration, critical thinking, information literacy, self-direction & invention,
through accessible, experiential learning opportunities, in order to be college and/or career ready.
3rd-12th Grade Goal: 3rd – 12th grade students will demonstrate increased academic achievement in numeracy, literacy, science, social
studies, and expanded core concepts.
Responsible
Year One:
 Identify a team and modify Common Sense  Technology Curriculum  Teachers demonstrate growth
Media curriculum to develop technology Team on technology goals identified
modules and personalized training that in individual performance
students will complete prior to taking their plans
Objective: Students will demonstrate growth within academics and
identified areas of specialized skills, through personalized learning.
1:World devices home.  Teachers will demonstrate

 Identify and implement a process for  Educational Technology growth on teacher evaluation
troubleshooting immediate technology/assistive Coordinator and rubric, spot observations and
technology needs. identified department performance plan reviews.
technology  Students will demonstrate
representatives growth on pre- and post-
 Provide personalized professional development  All 3rd – 12th Grade assessments to include:
for classroom teachers to ensure completion of Principals - NWEA MAP
identified action steps. - Developmental Reading
 Utilize a daily schedule that incorporates  3rd-12th grade teachers Assessment (DRA-2)
project-based learning, experiential learning, - IEP objectives
and targeted interventions - Technology Skills
 Teachers will utilize technology, as a tool, to  3 -12 grade teachers
rd th Checklist
provide personalized learning for students. - Formative assessments
 Each teacher will identify a goal related to  3rd-12th grade teachers - ASL and Braille
technology in their annual performance plan. assessments
 Develop a template and begin to complete a  Personalized Learning - ECC checklist
personalized learning profile for each student. Curriculum Project - Other identified
Team assessments
 Identify and utilize appropriate assessments,  3 -12 grade teachers
rd th
upon enrollment, that are individualized for

students
 Identify which assessment tool will be used to  All 3rd-12th grade
formulate Learning Media (for students who are Principals
Blind/VI) and Communication Plans (for
students who are Deaf/HH).
 All teachers and service providers will  All 3rd-12th grade
consistently follow and implement primary and teachers
secondary learning recommendations (Learning
Media Plan – students who are Blind) and
communication modalities (Communication
Plan – students who are Deaf).
 Determine appropriate students for language  All 3rd-12th grade
and literacy immersion and identify immersion teachers
activities/classes.
 Review current math assessment results to  Math teachers, Director
identify student strengths and needs and of Curriculum,
develop a schoolwide numeracy framework. Instruction, &
Assessment, All 3rd –
12th Grade Principals
 In the School for the Deaf, establish a  ECC Curriculum Project

committee and identify and define “specialized Team (School for the
skills” for students to become successful, using Deaf)
Expanded Core Curriculum (ECC) as a guide.
 The School for the Deaf will identify a minimum  ECC Curriculum Project
of 2 components of the ECC that can be Team (School for the
implemented the following school year and train Deaf)
teachers on how to implement it.
 The School for the Blind will establish a  ECC Curriculum Project
curriculum team to identify and plan additional Team (School for the
ECC courses and checklists. Blind)
 Implement Common Sense Media Curriculum  3rd – 12th grade teachers
and technology modules.
 Monitor and modify class schedule structure.  All 3rd – 12th Grade
Principals
 Continue to provide appropriate immersion  3rd – 12th grade teachers
activities.

 Personalized learning profiles are included, in  3rd – 12th grade
each IEP, utilizing a consistent format. advocates
 Students are involved in expanded core  All 3rd – 12th Grade
curriculum classes or regular activities, focused Principals
on specialized skill development.
 Curriculum teams will continue to develop ECC  ECC Curriculum Team
courses and checklists. (School for the Deaf,
School for the Blind)

Responsible
Year One:  Increased parent satisfaction
 Provide face-to-face and recorded family-  All 3rd – 12th Grade Staff and connection, as measured
Objective: CSDB staff will develop ongoing, collaborative relationships
oriented activities/workshops and develop an by satisfaction and qualitative

to engage parents, the greater community, stakeholders and service
archive of past workshops and additional surveys.

resources.  Increased attendance, at
 Streamline information that is available to  rd th
All 3 -12 Grade planned events.
providers, as partners in student learning, development, and
parents; investigate adopting a learning Principals

management system (LMS) that can assist with
this process.
 Review and modify the parent compact  Director of Special
agreement to make it more specific and Education
measurable.
 Develop a process to monitor on-going  All 3rd – 12th Grade
communication with parents. Principals
 Explore additional off-campus ways to engage  All 3rd – 12th Grade
parents. Principals
 Investigate utilizing more technology to engage  All 3rd-12th Grade
parents. Principals
 Explore and determine best use of social media  All 3rd-12th Grade
to provide school information and develop a Principals
plan for how information is shared and who is
responsible.
achievement.
 Increase Social Media presence.  All 3rd-12th Grade

Principals
 Utilize the revised parent compact agreement.  All 3rd-12th Grade
Advocates
 Continue to provide parent activities/workshops  All 3rd – 12th Grade Staff
on-campus and off-campus, based upon parent
surveys and feedback.
 Implement identified Learning Management  All 3rd-12th Grade Staff
System (LMS).

Independence Beyond the Classroom
Goal: Students will acquire skills beyond the academic core to succeed in all aspects of life.
Responsible
Year One:
 Bridges to Life (BtL) staff will develop an  BtL staff  Based upon an annual interest
interest-based survey  CSDB Recreational survey of BtL students, BtL staff
Objective: Expand students’ exposure and opportunities for participation in
Director will provide support for BtL

students to access community
organized sports and CSDB-sponsored recreation and leisure activities.
Years One through Three:  BtL staff recreational and leisure activities
 BtL students will participate in the survey  CSDB Recreational
 BtL staff will share survey results with each BtL Director Year One:
student  Survey will be completed and
 BtL staff will support each student in the activity administered to BtL students
selection process and access to participation
 BtL students will select recreational and Years One through Three:
leisure activities  All BtL students will develop a
personal activity plan based upon
individual survey results
Year One: Year One:
 BtL staff will track participation of BtL students,  BtL staff  Develop a data baseline, based
to develop baseline  CSDB Recreational upon BtL students who complete
Director personal activity plan during the
first year.
Years Two and Three:  BtL staff
 BtL staff will document participation  CSDB Recreational Years Two and Three:
 BtL staff will meet as needed to provide Director  Student completion rate will
coaching and support for BtL students increase by 10 % each remaining
 BtL staff will report increases in participation year
Year One: Year One:
 Develop tracking system, to capture  Athletic Director  Develop baseline of participation
participation in sports and after-school activities  CSDB Recreational
Director Years One Through Three:
 Residential  Increase K-12 day student
supervisors participation in sports and/or
after-school activities by 10 %
 Teacher advocate above 2016-17 baseline, for each
school, every year for the
duration of the plan
Years One Through Three:

 Actively recruit day students to join recreational/
leisure activities. Include students in  Athletic Director
recruitment process  CSDB Recreational
 Each year at registration, Student Life staff will Director
provide parents of day students with program  Residential
outlines, goals and calendar supervisors
 Student Life staff will send monthly activity  Teacher advocate
calendars to parents of day students

 Provide activities based upon student input  CSDB Recreational  Offer at least 2 unique activities,
from satisfaction questionnaires at the Director as defined by student interest
completion of each block  Student Life survey, in the after-school
 Include questions to solicit additional activity management team program for K-12, per activity
ideas in satisfactions questionnaires block

Responsible
Year One:
Objective: Provide character-building opportunities and activities that foster students’
 Develop accommodation plan, for Student  Student Life  Increase the number of high school students
Resident Assistant (SRA) housing, to serve Management eligible for the SRA program, by 10% per
students who are blind Team year for the duration of the plan (with an
emphasis on students who are blind).
 Hold open house of SRA program  Student Life
 Communicate with students the process for Management
progress toward achieving SRA status Team
 Establish mentoring program for traditional  SRA staff
residential students
Years One Through Three:  Student Life  SRA students will develop and lead four
 Prior to each workshop, SRA student Management workshops per year, for traditional residential
presenters will be trained in presentation skills, Team high school students. Topics may include
selection of topics and developing  SRA Staff time management, project management,
presentations presentation skills, leadership or current
 Develop list of resources, in each content identified needs.
area, for SRA students to utilize
Year One: Year One:

 Review existing SRA program for compatibility  Student Life  Develop a middle school SRA-type program
with middle school students Management plan
 Determine age-appropriate goals for middle Team
school students
Year Two: Year Two:

 Identify students to serve on finalization team  Student Life  Form a combined staff and student team to
personal growth.
 Complete written middle school SRA program Management finalize the middle school SRA program.
plan Team
Year Three: Year Three:

 Track activities of middle school SRA and  Student Life  Implement middle school SRA program
modify plan as needed Management
Team
Year One: Year One:
 Hold election to identify BtL committee to  BtL Staff  Develop BtL Council with a codified set of
establish operating norms and scope of BtL  Employability operating norms. *BtL council is not intended
Council. Center staff to mimic Student Body Government (SBG)
Years Two and Three: Years Two and Three:

 Hold annual election, in September, to  BtL Staff  BtL Council will sponsor 3 student-defined
establish council members for the coming year  Employability and led workshops for BtL students that
 Prior to each workshop, BtL Council Center staff foster personal growth
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
 SRA, SBG, BtL Council will follow these action  SBG Year One:
steps to lead service projects:  SRA  SBG will lead a service project
- Identify internal or external beneficiaries of  BtL Council
service project Year Two:
- Define scope of service project  SBG and SRA will each lead a service project
- Develop project plan
- Propose plan to Superintendent’s Council Year Three:
- Lead and manage planned project  SBG, SRA, and BtL Council will each lead a
- Measure project success service project
- Provide report to Superintendent’s Council
*The participants in the service projects should
extend beyond membership of the team leading
the project.

Responsible
 Qualified individual will provide nutrition and  Student Life  Residential students will plan
Objective: Provide activities and opportunities that promote lifelong skills related to
healthy cooking workshop to residential staff at Management team and prepare one healthy
the beginning of each year  Residential supervisors meal, per month, in the
 Collaborate with CSDB Food Service for food residential kitchen.
items
 Include students in shopping trip and selection
process for remaining menu items
 Students will prepare and serve the meal
 Residential staff will hold reflection discussion,
following meal, to reinforce healthy choices
Year One: 1st Semester
 Develop or find a current worksheet that will  Student Life  Based upon an individual
allow students to determine current physical Management team worksheet, all residential
condition and set personal wellness goals  Student Health Services students will identify personal
 Develop tracking system, for all after-school Team wellness goals. Students will
wellness activities, that includes attendance be successful in completing
and topic presented 75% of their personal goals
each school year.
Year One: 2nd Semester
 Qualified person will provide workshop for  Student Life
students on personal plan development and Management team
goal-setting Residential supervisors
 Residential staff will meet with students to
complete worksheet and as needed to
maintain trajectory toward personal goal
achievement
 Track student success
healthy living
 Modify program as needed for future years

 Develop handouts, with tips and concepts  Student Life
related to healthy choices, for providers to use Management team
at each activity Residential supervisors
 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

 Qualified person will provide workshop for  Student Life
students on personal plan development and Management team
goal-setting Residential supervisors
 Residential staff will meet with students to
complete worksheet and as needed to
maintain trajectory towards personal goal
achievement
 Track student success

Responsible
Year One:  Provide access to campus
 Form a team consisting of possibly IT, distance  Dean of Students events to parents using
Objective: Engage families in various opportunities to promote involvement in
learning coordinator, and designee from technology.

Student Life to determine technology needed, Year One:
process and required training  Investigate technology, staff
 Identify Student Life staff to receive appropriate training and develop safety
training to manage production of events protocols.
Year Two:
Years Two and Three:  Share two events.
 Identify events to be shared  Dean of Students Year Three:
 Advertise events  Trained Student Life  Share four events.
 Manage and produce events staff *This is intended as a “one to
many” delivery of large events at
CSDB
Year One:
 Form a team consisting of IT and designees  Dean of Students  Provide access to residential
from Student Life to define scope and concept Identified team unit activities for parents
of delivery to parents and required training for using technology.
identified staff Year One:
 Identify technology required to meet delivery  Investigate technology, staff
methods training and develop safety
 Identify Student Life staff to receive training to protocols.
support sharing activities with parents Year Two:
 Each residential unit will
the CSDB community
Years Two and Three: connect with at least one

 Identify activities to be shared family, during a unit activity
 Communicate with specific parents regarding  Dean of Students Year Three:
access to the activity  Residential Staff  Each residential unit will
 Set-up and share the activity  Trained Student Life connect with at least two
staff families, during two separate
unit activities
*This is intended as a “one to
one” delivery of single activities
normally held in the dorms.
Productive Citizens within the Community
Goal: Eighty-five percent (85%) of students who have graduated from CSDB between 2016-2018 will have successfully met their
postsecondary education or employment goals and their postsecondary independence goals.
Responsible
well-rounded employees (improve both *hard and *soft skills). *hard skills
 Create a clearly defined contract with  Employability Center  80% of the On the Job
are specific tasks required to do a job and soft skills are related to work
appropriate timelines for the duration of the staff Training (OJT) and Bridges to
student’s work placement Life (BtL) students will
 Contract expectations will be reviewed with successfully complete their
students quarterly work-study position as
defined by their work-study
 Develop appropriate interventions to ensure  Employability Center contracts.
students successfully complete work-study staff
Objective: Students will demonstrate the skills to be
contracts
 Implement a system of performance  Employability Center  80% of students, in the OJT

improvement, for students not scoring proficient staff and BtL programs, will score
in soft skills categories an average of proficient or
higher in their soft skills as
written on their worksite
evaluation
 Research and explore postsecondary training  Employability Center  30% of students in 12th grade
options for CSDB students staff, Secondary and BtL will be enrolled in
Teachers from Gottlieb appropriate postsecondary
and Adams (academic, vocational or skills
certification) training
programs.
 Ensure appropriate resources are in place to  Director of Special
allow CSDB students to experience Education and
ethics.
postsecondary training options Supervisor of

Employability Center

Objective: Students will demonstrate proficiency in self -advocacy and independent living
Responsible
skills (to include health and wellness, organization, budgeting, transportation, and social
 Create a system of data collection and  Productive Citizens in  80% of students in 9th -12th
timelines, for each school (School for the Deaf the Community grades will show improvement
and School for the Blind), in order to measure Implementation Team in their social and
each student’s social and independent living independent living skills, as
skills measured by the pre- and
post-checklists
 At least 80% of high school
and BtL students, who
participate in self-advocacy
 Review and edit the current checklists, in order  Productive Citizens in and independent living skills
to streamline the data collection process the Community Work workshops / experiences, will
 Create and distribute a post-workshop Group be able to articulate new
evaluation tool. (Revised 2/9/17) knowledge or skills they
acquired, as measured by a
post-workshop evaluation.
 Ensure students in high school and Bridges to  Program Administrators (Revised 2/9/17)
Life have exposure to at least 2 workshops, per in the Employability
year, focused on health and wellness, self- Center, Gottlieb, and
advocacy, and/or budgeting Adams
etiquette), in their communities.
 Create a system for identifying and reinforcing  Employability Center  BtL students collectively will
examples of students’ independence and self- staff document at least 15
advocacy examples of self-advocacy
and independence, within the
community, per month, as
 Provide workshops, within the community, to  Employability Center measured by a written journal
BtL students, highlighting opportunities for self- staff or log.
advocacy and independence

Responsible
Objective: Students in high school and BtL will utilize appropriate outside agencies or
 Continually gather and maintain a list of current  Supervisor of  90% of students, in high
contact information, for outside agencies Employability Center school and BtL, will be
and Community Liaison provided access to or
introduced to appropriate
community agencies.
 Create a tracking system of the information  Employability Center

provided to students regarding outside staff
agencies
- File appropriate permission forms allowing
outside agencies to attend IEP
- Invite outside agencies (i.e. Dept. of
Vocational Rehabilitation, Community
Center Boards) to appropriate IEPs in 12th
grade and beyond
 Create “cheat sheets”, for students, for the  Employability Center
steps to connect with community agencies staff
organizations for real world success.
(including agencies serving people with

additional disabilities)
- Train high school and BtL staff to use the
“cheat sheets”
 Create and utilize an employment summary  Transition Teachers,  CSDB Employability work-
survey, to be completed at the end of each Job Developer, and study programs will earn an
student employment Supervisor of overall rating of successful or
- Define what is “successful or higher”, within Employability Center higher, by employers on the
the survey employment summary survey.
 Implement at least one new strategy per year  Transition Teachers,

for strengthening collaboration, between Job Developer, and
employers and the Employability Center work Supervisor of
programs Employability Center
 Support students in utilizing appropriate  Transition Teachers,  90% of students who have
community agencies, within their next Community Transition exited (with diploma) will
environment, at least one semester before Teacher, and Supervisor indicate participation with at
exiting CSDB of Employability Center least one community agency,
- Establish a notebook of community within one year of leaving
agencies and contacts for Colorado CSDB.
communities
 Track the number of students who have exited  Guidance Counselor
with a diploma who have utilized at least one and Supervisor of the
community agency 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.)
Responsible
easily access accurate information about programs, resources, and supports
Year One:
Objective: Families, professionals, students and community members can
 Investigate & create partnerships to expand  Distance Learning team,  YouTube video clip content
broadcasts into other Colorado television areas including School will be disseminated through
(Denver Metro) Community Liaison 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  Teachers of the Visually  Increase awareness of the
content explaining the Expanded Core Impaired team Expanded Core Curriculum
Curriculum for increasing awareness of through distributing
parents, special education directors & general informational brochures and
education staff providing additional
information through face-to-
face dialogue, at a minimum
of 4 statewide/local events.
 Update resource information relative to  Teachers of the Deaf  Continuously update
Deaf/hard of hearing for consumers and include team information for
Spanish translations of materials  Spanish Translators parents/educators through
quarterly meetings with
website content managers
 Host & facilitate Teacher of the Deaf meetings  Teachers of the Deaf  Improve access to
offered by CSDB.
for TODs in the Pikes Peak region team information-sharing, through

offering quarterly face to face
meetings for TODs.
Years One through Three:
 Analyze data from Year One and needs  Outreach Staff &  Establish relevant action
expressed by consumers to develop action Strategic plan members steps annually based upon
steps for year two by April 1, 2017 data regarding consumer
needs.

Responsible
Objective: Consumers will utilize distance learning activities.
Year One:
 Continue developing video content focusing on  Distance Learning &  A minimum of 10 new
ASL instructional videos & media content ASL teams instructional videos will be
created in year one.
 Produce videos illustrating skills in the  Distance Learning and  A minimum of 3 instructional
Expanded Core Curriculum or link existing TVI teams/website videos will be produced &
information on the CSDB website content managers uploaded to YouTube.
 Investigate options for partnerships to provide  Distance Learning team,  A minimum of one academic
classes using distance learning technology for Educational Agency or social learning opportunity
academic and social learning Liaison, & Director will be provided to students in
Colorado.
 Explore format options for staff, community &  Distance Learning team  Analyze the potential use of
student online classes (ex: ASL) three options for consumer -
friendly formats to deliver
online content.
 Continue to develop role model clips focusing  Distance Learning team,  A minimum of 4 clips will be
on high school and college-age students TVI and TOD teams developed and uploaded to
YouTube during year 1.
 Document needs of consumers and most  Outreach staff &  Use identified needs data &
utilized resources, through monthly reviews of Strategic Plan members analytics to determine action
identified needs data and analytics steps for year two by April 1,
2017.

Action Steps Staff Members Responsible Outcomes
Year One:
Objective: Consumers will utilize direct service and/or consultation for identified needs
 Provide three ASL Immersion activities for  ASL team and appropriate 
such as: support for language development, support for social-emotional development
Increase general/special
(family/parent involvement, professional growth opportunities, and student to student
education professionals on Saturdays in the members of the education staff proficiency in

fall, winter & spring of the 2016-17 school year Outreach/CSDB staff who use of ASL, as measured by
are primary ASL feedback of participants in
communicators activities & pre/post
observations of staff.
 Provide a workshop activity for general/special  TVI/appropriate members  Increase knowledge of

education staff working in public schools of the strategic plan team general/special education
focusing on the implementation of & appropriate CSDB staff staff in implementing
educational/environmental strategies in the instructional/environmental
classroom used with students who are strategies in general
Blind/visually impaired education/resource
classrooms, through offering
a “Blind/Visually Impaired
101” training.
 Develop partnerships/co-sponsorships of  Relevant Early Intervention  Sponsor or Co-sponsor a

activities supporting parent education focusing staff/TOD/TVI team minimum of three parent
on such topics as: 504 vs IEPs what is the members/Educational education activities during
difference?, IFSPs & IEPs: How are they Agency Liaison/State & year one that are “new
different?, What Parents need to know about local early intervention resources”.
Transition from High School to Adult Life, professionals/Employability
Strategies for Parents to Advocate for their Center staff/Director
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
interactions)

 Analyze data and documentation of  Outreach staff & Outreach  Action Steps for Year Two will
consumer-expressed needs to develop action Strategic Plan members be developed by April 1,
steps for years two & three 2017.

Quality Staff
Goal: To recruit, select and retain quality staff to promote services of excellence provided by CSDB.
Responsible
 Identify, evaluate, and implement possible  Strategic Plan:  Increase in student teacher
recruiting strategies, to develop reliable sources Recruiting Team placements at CSDB.
Objective: Recruit – Identify / Evaluate / Implement new recruiting strategies,
for attracting qualified applicants for Teacher /

Special Service Provider positions - Collaboration  Increase in applicant interest /
between Human applicant pool relative to
Year One: Resources staff, employment with CSDB
to increase applicant pools (quality/capacity) for vacant positions.
 Develop / expand relationships with educational program (measured by yearly analysis

appropriate educator prep programs administrators, of data obtained from on-line
(Teacher of the Deaf, Teacher of the School / Community application system).
Visually Impaired, etc.), in order to recruit Liaison, and other
student teachers and viable applicants for identified CSDB  A yearly evaluation of
CSDB positions representatives (to recruiting strategies will be
 Consider participation in two career fairs potentially include documented and analyzed to
per academic year; would require funding CSDB students). determine which strategies
and development of recruiting materials are most effective in
increasing applicant pools.
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
field of Special Education and in particular
at CSDB

 Utilize marketing efforts to attract education  Strategic Plan:  Increase in student teacher
professionals to consider CSDB employment Recruiting Team placements at CSDB.
opportunities, by increasing visibility of CSDB
- Collaboration  Increase in applicant
Year One: between Human interest/applicant pool relative
 Film recruitment video for CSDB website Resources staff, to employment with CSDB
and other recruiting efforts (e.g., for educational program (measured by yearly analysis
educator prep programs, career fairs, etc.) administrators, of data obtained from on-line
 Update CSDB website (‘Careers’ page) with Outreach Program application system).
resource information for prospective staff,
employees School/Community  Complete yearly evaluation of
Liaison, and other marketing efforts / strategies
Year Two: identified CSDB utilized, to determine which
 Effective use of Social Media (Facebook, representatives (to strategies are most effective
LinkedIn, Pinterest, etc.) to reach potential potentially include in reaching prospective
candidates, to include ‘friending’ of relevant CSDB students). employees.
educational programs
Year Three:
 Investigate idea of CSDB career fair
 Evaluate selection procedures to identify  Human Resources staff;  To fill more vacancies, in a
options to expedite the filling of vacant positions hiring managers timely manner (decrease
number of days between
vacancy and filling of position,
analyzed yearly).

Responsible
Employee Turnover and Retention
 Continue established exit interview process and  Human Resources staff  Based upon yearly evaluation
Objective: Retention – Develop and implement strategies to reduce employee
evaluate turnover data  Strategic Plan: of data, identify trends and

Retention team possible retention strategies
to mitigate turnover, in an
effort to reduce current
turnover rate of 12.5%.
Employee Recognition / Incentives
Year One:
 Research State rules and regulations to  Human Resources  Develop and implement
develop an Incentive Plan for CSDB Classified  Strategic Plan: incentive program for the
Staff (requires approval by the State Personnel Retention Team purpose of classified staff
Director, prior to implementation)  Superintendent’s recognition (to include training
Council of managers).
turnover and increase retention of quality staff.
Climate / Work Balance

 Continue annual climate surveys of staff in  Director of Special  Based upon evaluation of
order to identify opportunities to improve CSDB Education (CSDB action steps taken, identify
climate/culture (alternate CSDB Climate Survey Survey) strategies to improve CSDB
and State’s Employee Engagement Survey)  State DPA/DHR (results climate/culture (which should
provided to CSDB, for be evident in reduced
Year Two: Supt. Council review) turnover rate).
 Identify, develop and implement work strategies  Strategic Plan:
(may involve professional development Retention Team
opportunities), in an effort to support staff in
maintaining work balance
Supporting Employee Career Growth
Year Three:
 Research and develop options / possible  Strategic Plan:  Implement plan to provide
funding to support increased educational Retention Team support for staff that
opportunities for CSDB staff (may include  Superintendent’s encourages career growth.
dissemination of information regarding student Council
loan forgiveness, scholarships, etc.)


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Strategic Plan

CSDB Strategic Plan 2016-2019

CSDB Strategic Plan 2016-2019

Teachers of the Deaf / Teachers of the Visually

Years Two and Three:

CSDB Strategic Plan 2016-2019

Years Two and Three:

CSDB Strategic Plan 2016-2019

1:World devices home.  Teachers will demonstrate

upon enrollment, that are individualized for

 In the School for the Deaf, establish a  ECC Curriculum Project

CSDB Strategic Plan 2016-2019

CSDB Strategic Plan 2016-2019

oriented activities/workshops and develop an by satisfaction and qualitative

archive of past workshops and additional surveys.

parents; investigate adopting a learning Principals

 Increase Social Media presence.  All 3rd-12th Grade

CSDB Strategic Plan 2016-2019

Director will provide support for BtL

Years One Through Three:

Years One Through Three:

CSDB Strategic Plan 2016-2019

Year One: Year One:

Year Two: Year Two:

Year Three: Year Three:

Years Two and Three: Years Two and Three:

CSDB Strategic Plan 2016-2019

 Modify program as needed for future years

Years One Through Three:

Years Two and Three:

CSDB Strategic Plan 2016-2019

learning coordinator, and designee from technology.

Years Two and Three: connect with at least one

 Implement a system of performance  Employability Center  80% of students, in the OJT

postsecondary training options Supervisor of

CSDB Strategic Plan 2016-2019

CSDB Strategic Plan 2016-2019

 Create a tracking system of the information  Employability Center

(including agencies serving people with

 Implement at least one new strategy per year  Transition Teachers,

CSDB Strategic Plan 2016-2019

for TODs in the Pikes Peak region team information-sharing, through

CSDB Strategic Plan 2016-2019

CSDB Strategic Plan 2016-2019

education professionals on Saturdays in the members of the education staff proficiency in

 Provide a workshop activity for general/special  TVI/appropriate members  Increase knowledge of

 Develop partnerships/co-sponsorships of  Relevant Early Intervention  Sponsor or Co-sponsor a

Years Two and Three:

CSDB Strategic Plan 2016-2019

for attracting qualified applicants for Teacher /

 Develop / expand relationships with educational program (measured by yearly analysis

CSDB Strategic Plan 2016-2019

CSDB Strategic Plan 2016-2019

evaluate turnover data  Strategic Plan: of data, identify trends and

Climate / Work Balance

CSDB Strategic Plan 2016-2019

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