Strategic Plan

The newly developed strategic plan was approved by the Board of Trustees, October 21, 2020. Links to the various sections can be accessed through the links on the right.

Listed below are the sections of the strategic plan and the 5-year goal for each area. These are meant to give you an understanding of the types of information you will find in each of the pages listed on the right.

• Introduction
• Strategic Area #1-School Climate
  • 5-Year Goal: CSDB is a place of equity where passionate learners and staff thrive through feeling respected, supported, safe and able to contribute to the school’s vision and mission.  
• Strategic Area #2-Instruction
  • 5-Year Goal: Instructional and Support Services staff will have the tools, training, and expertise to provide high quality, rigorous, consistent instruction, assessment, and behavior supports that are responsive to unique learner needs and result in increased student achievement.
• Strategic Area #3-Post-Secondary and Workforce Readiness
  • 5-Year Goal: CSDB’s Post-Secondary and Workforce Readiness instruction and experiences provide a consistent, structured scope and sequence consisting of learning in and out of the classroom, quality on- and off-campus work experiences including interactions with a variety of adult role models, and knowledge of community resources.
• Strategic Area #4-Learning and Living Beyond the Classroom
  • 5-Year Goal: Foundations have been established for learner-centered programs and services available beyond the classroom that clearly identify opportunities for day, residential and BtL learners, and promote development of skills in the areas of academics & employability, leadership, recreation/leisure, wellness and independent living. 
• Strategic Area #5-Statewide Services
  • 5-Year Goal: CSDB’s Outreach Department will provide a greater and more responsive array of integrated services and expertise in educating blind/visually impaired and deaf/hard of hearing learners from birth through high school to families, school districts and other stakeholders in the state.

Strategic Plan 2020-2025 (Word)

Strategic Plan 2020-2025 (PDF)

CSDB Mission, Vision, and Guiding Beliefs (2020-2025)

Mission Statement  

The Colorado School for the Deaf and the Blind (CSDB), in collaboration with families, school districts, and community partners, educates and inspires learners throughout the state, birth through age 21, to achieve their full potential through comprehensive, individualized academic, transition, residential and outreach programs and resources. 

Vision Statement  

CSDB aspires to be an exemplary global resource for families and professionals that excels in preparing diverse learners to transform the world with PRIDE: Positive attitude, Respect, Independence, Determination, and Excellence. 

Guiding Beliefs   

CSDB Believes:  

• Families, staff, and community members are valued partners.
• Interagency and community collaborations are fundamental for providing resources and support for learners and their families.
• It is critical for staff, learners, families, and the community to embrace intersectionality and demonstrate respect for individual differences.
• Programs and services must be designed to meet the holistic needs of the learner to include academics, language, social-emotional, the arts, extra-curricular, and athletics through safe, caring, supportive, and accessible environments.
• Instruction, support services, and residential and statewide services must be provided by highly trained and certified professionals who are lifelong learners and who seek to promote excellence and innovation in every aspect of their work.
• Learners’ growth and achievement in the areas of character development and positive self-worth are as important as academic proficiency. 
• Interactions with adults and peers who are blind/visually impaired, Deaf/hard of hearing or Deaf-blind play a vital role in the development of positive self-esteem and personal/professional growth.
• Maintaining high expectations through rigorous instruction and learner-aligned assessment is critical for academic proficiency and preparation for lifelong learning. 
• All families should be provided support and balanced information, which enables them to make informed decisions for their family and their child.  This is especially important for young learners. 
• After-school programming provides unique opportunities to develop specialized independent living and social interaction skills in a safe, nurturing, and language-rich environment.
• Learners should be contributing members of society. Employability skills and work experiences appropriate to the age of the learner embedded in educational environments are essential for learners to succeed in their next environment.
• Postsecondary Workforce Readiness (PWR) skills embedded in educational environments from an early age are essential for learners to be contributing members of society. 

 For Learners Who are Blind, Visually Impaired and Deaf-blind, CSDB Believes: 

• Concept development and experiential learning are foundational. 
• The Expanded Core Curriculum (ECC) is essential, embedded in the instructional program, and explicitly taught in all environments to provide pathways to independence. 
• Providing instruction through the learner’s unique learning media modes (i.e., tactile, print with optical enhancement, auditory) is vital for achievement.
• Extensive instruction in and daily use of braille, as appropriate to the strengths and needs of the learner, provides a foundation for literacy and learning within and beyond the classroom.
• Orientation and Mobility (O&M) skills are crucial for learners to safely navigate their world as independently as possible. 
   Effective use of assistive technology allows learners to attain a competitive edge in an ever-evolving digital world.   

 For Learners Who are Deaf, Hard of Hearing, and Deaf-blind, CSDB Believes: 

• A bilingual (American Sign Language & English) educational environment is required to attain proficiency in both languages, which is imperative for learners' current and future academic, social, and personal journeys.  
• Immersion in an ASL and English language-rich environment from birth is optimal for learners’ linguistic, cognitive, and social development.
• All who work with Deaf/HH learners on campus recognize and use ASL as the primary language to ensure equitable access to language and communication.
• Auditory and spoken language services, as appropriate to the strengths and needs of the learner, are provided in designated areas as an essential component of the academic program.
• Learning about Deaf culture and heritage is integral to developing learners' self-identify.   
• Learners benefit from a visual-tactile language and communication environment. All employees contribute to creating this environment through demonstrating the required proficiency in American Sign Language according to their positions. 

 For Families, Learners, Community Partners, and Stakeholders statewide, CSDB believes: 

The Individualized Family Service Plan (IFSP) should respect and support each family’s informed choice regarding their child’s language, communication, and hearing technology options. 

• Access to ASL instruction and other learning opportunities provided by qualified Deaf instructors and/or mentors for CSDB staff, community members, professionals, and families statewide is important.
• Ensuring the learner‘s communication needs guide their annual Communication Plan is key for the provision of effective support and services in their educational placement.
• Learners who are blind/visually impaired require accommodations to excel in core content programming and education in the Expanded Core Curriculum (ECC), which leads to independence and success within their local school district and community.
• Parental support, experiential learning, concept development, and introduction to ECC concepts are crucial for birth through age 2 learners and their families.
• School-age students in Colorado who are blind/visually impaired critically need access to braille and large print textbooks and novels in a timely manner – as is provided through the Colorado Instructional Materials Center. 

 

Introduction 

The Colorado School for the Deaf and the Blind (CSDB) consists of the School for the Blind, School for the Deaf, Outreach Programs including Early Intervention, and an Employability Center. Established in 1874, CSDB has a long and proud history as a leader in the state of Colorado in providing services to students who are Blind, Visually Impaired, Deaf, Hard of Hearing, or Deaf-blind and their families. 

The Colorado Department of Education initiated a Program Review of CSDB in 2019.  Recommendations from the review were instrumental in formulating the CSDB 2020-2025 Strategic Plan.  Additionally, CSDB conducted stakeholder meetings with students, families, staff, community, and statewide partners in February 2020 to corroborate the findings of the Review and identify other areas of focus for the next 5 years.  

A steering committee meticulously reviewed and revised CSDB’s vision, mission, and guiding beliefs as part of the strategic planning process. They reflect the values of CSDB and provide the foundation for all decisions, actions, and activities to be taken during the life of this plan. The strategic plan includes five (5) strategic areas to be addressed in the next 5 years: School Climate, Instruction, Post-Secondary and Workforce Readiness, Learning and Living Beyond the Classroom, and Statewide Services.   

Strong leadership, dedicated staff, empowered students, involved parents, supportive alumni, and invested stakeholders are committed to working together to accomplish the goals, objectives, and action steps in the strategic plan.  CSDB invites you to become a partner and watch as its students lead the way into the future with P.R.I.D.E. 

Coaches: Diane Taylor    

Strategic Goal  

CSDB is a place of equity where passionate learners and staff thrive through feeling respected, supported, safe and able to contribute to the school’s vision and mission.   

5-Year Goal  

CSDB is a place of equity where passionate learners and staff thrive through feeling respected, supported, safe and able to contribute to the school’s vision and mission.  

1A. Strategic Goal Area: Equity  

Team Captain: Ashley Wood

Players: Jessica Rogers, Sean Leveille, Alex Aversa

Objective 1  

Inform CSDB staff and learners about and engage in school-wide equity practices related to intersectionality.  

1. Develop schoolwide definitions of equity and intersectionality. 
2. Provide a variety of ongoing discussion forums for staff and learners related to the workplace and unpacking their privileges.  
3. Collect and analyze data related to equity for our student body.  
4. Collect and analyze data related to equity for our employees. 
    Develop a place for concerns to be posted (can be anonymous) and addressed; ex: A SchoolDude-type platform.  
    Maintaining the integrity of our system, by providing ongoing appropriate training, to ensure the space is equitable for all the employees and students.   
    

1B  Strategic Goal Area: Communication 

 Team Captain: Diane Taylor

Players: Amanda Padilla, Janet Steele, Cathy Haselhorst 

 Objective 1 

Improve and maintain clear, timely, transparent, and accessible communication.  

1. Improve and maintain two-way communication between departments. 
2. Identify and initiate a platform for consistent communication with parents and families through technology and print. 
3. Maintain positive relationships with partners and stakeholders to increase the visibility of CSDB. 
4. Continue to expand the use of social media and develop a new website.  
5. Use a variety of ways to disseminate information about events, research, and best practices for working with learners. 
    

1C  Strategic Goal Area: Morale  

Team Captain: Beth Oliver 

Players: Amy Baker

Objective 1 

Foster the development of a joyful, positive, and strong morale within the school community (staff and learners), where individuals have a sense of place and commitment to our shared mission.   

1. Evaluate and improve current mechanisms allowing individuals of the school community to address concerns in a respectful, solution-oriented approach.
2. Promote clear, consistent, and respectful communication across the school community.
3. Create interdepartmental opportunities that reinforce a strong sense of belonging and unity within the school community.   
4.  Use individual feedback reporting to enhance the school community’s successful practices in terms of communication, equity, professional growth, and more specifically actions that promote feelings of mutual respect and value.   
5. Provide constructive follow-up communication to appropriate supervisors with information obtained from the exit interview process.  
    

1D Strategic Goal Area: Safety  

Team Captain: Marc Bolt

Players:  Cara Johnson, Shari Mathews, Jacky Weatherup, Anthony Thomas   

Objective 1 

Establish a process to ensure learner/staff safety and a positive learning environment on campus.  

1. Review/revise/create crisis protocols to include pandemic safety measures, active shooter, weather, environmental threats, and other identified areas 
2. Evaluate learner and staff safety on campus. 
3. Review and standardize behavior and learner crisis response. 
4. Identify and address mental health needs.  
    

1E Strategic Goal Area: Recruitment  

Team Captain: 

Players: Tera Spangler

Objective 1 

Establish systems and processes to support the goal of full staffing.  

1. Review and evaluate the process and systems in place for the recruitment of staff; including addressing how to advertise to and attract diverse individuals more efficiently. 
2. Re-evaluate the roles of principals, school-community liaison, and staff in the process of recruitment. 
3. Establish strong, positive relationships with colleges and teacher training programs in Colorado and around the country to allow for internships and opportunities for potential teachers to see what CSDB offers. 

Coach: Tera Spangler

Strategic Goal

CSDB will be widely recognized for its array of high quality, rigorous, engaging, and equitable instructional programs, and services.  

5-Year Goal   

Instructional and Support Services staff will have the tools, training, and expertise to provide high quality, rigorous, consistent instruction, assessment, and behavior supports that are responsive to unique learner needs and result in increased student achievement.   

2A. Strategic Goal Area:  Core Classroom Practices / Universal Prevention (Tier I)   

 Team Captain: Jennifer Thompson

Players:  Jamie Lugo, Allison Sambrook,  Shelby Dye, Amy Gunning, Aaron Crow, Kyle Berns

Objective 1 

Create, implement, and evaluate core classroom universal Tier I instructional practices. 

1. Establish a culture of clear and consistent instructional expectations and implement universal Tier I instructional practices in each course/classroom. 
2. Provide training and support for staff on universal Tier I instruction practices and monitor to ensure fidelity. 
3. Evaluate effectiveness of Tier I instructional practices and monitor student progress and achievement. 

Objective 2 

Create, implement, and evaluate core classroom universal Tier I social-emotional and behavioral practices. 

1. Establish clear and consistent classroom expectations and implement identified Tier I social-emotional and behavioral practices in each course/classroom.   
2. Provide training and support for staff on universal Tier I behavior practices and monitor to ensure fidelity. 
3. Evaluate effectiveness of Tier I behavior practices and monitor student learner progress. 

 Objective 3 

Establish a Multi-Tiered Systems of Support (MTSS) team to analyze data and identify students who need additional support in academics and social emotional behavioral areas.  

1. Develop a clear and equitable process that identifies students who need targeted prevention and group intervention in the area of academics and social-emotional/behavior.
    

2B. Strategic Goal Area:  Targeted Prevention/Group Intervention (Tier II) and Individualized Prevention/Intensive Intervention (Tier III)   

Team Captain: Heather Nunley 

Players: Jennifer Thompson, Jamie Lugo, Allison Sambrook, Shelby Dye, Amy Gunning, Tina Bos, Kyle Berns

Objective 1 

Create, implement, and evaluate a consistent structure for effectively addressing academic and social-emotional/behavioral needs of students identified for targeted prevention/group intervention (Tier II).  

1. Identify research-based interventions, establish a process for placing students into appropriate tier II academic and/or social-emotional/behavioral intervention, and monitor progress to meet the needs of students identified as at risk in Tier I. 
2. Provide training and support for staff on Tier II interventions and monitor implementation to ensure fidelity. 
3. Evaluate effectiveness of Tier II interventions and monitor student learner progress. 

Objective 2 

Create, implement, and evaluate a consistent structure for effectively addressing academic and social-emotional/behavioral needs of students identified for individualized prevention/intensive intervention (Tier III).  

1. Identify research-based interventions, establish a process for placing students into appropriate tier III academic and/or social-emotional/behavioral intervention, and monitor progress to meet the needs of students identified as at risk in Tier I and II. 
2. Provide training and support for staff on Tier III interventions and monitor implementation to ensure fidelity. 
3. Evaluate effectiveness of Tier III interventions and monitor student learner progress.  

Objective 3 

Establish a system to identify students who need additional academic or social-emotional/behavioral support beyond Tier III and make a Multi-disciplinary team referral.  

1. Review Tier III data to identify students who are not making progress after intensive intervention. 
    

2C  Strategic Goal Area: On-line and Blended Learning  

Team Captain: Heather Nunley, Liz Arnquist

Players: Jennifer Thompson, Jamie Lugo, Allison Sambrook, Shelby Dye, Kyle Berns, Aaron Crow  

Objective 1 

Create opportunities for Deaf and Blind CSDB learners as well as eligible, appropriate, and interested non-CSDB learners who are Deaf or Blind to participate in courses in-person or online on an equitable platform.  

1. Ensure learners have needed equipment/resources including internet access and assistive technology.  
2. Determine needs and plan for providing online courses.  
3. Ensure on-line programs are high quality, rigorous, and accessible. 
4. Provide staff responsible for online instruction and services with appropriate professional development. 

2D  Strategic Goal Area: Transition Education 

Team Captain: Jennifer Holt

Players: 

Objective 1  

Establish a comprehensive program for addressing transition education beginning in preschool.    

1. Establish and implement a comprehensive scope and sequence plan for preschool to age 21.  
2. Identify and modify transition curriculum and assessment.    
3. Review courses, curriculum, and resources available at CSDB and merge best practices to transition curriculum.  
4. Modify and expand current transition plan.   

Coach: Kathy Emter  

Strategic Goal 

CSDB’s Post-Secondary and Workforce Readiness (PWR) instruction and experiences, starting at preschool, develops graduates with the knowledge and expertise that lead to autonomy and fulfilling careers measured by effective tracking. (Appendix)  

5-Year Goal 

CSDB’s Post-Secondary and Workforce Readiness instruction and experiences provide a consistent, structured scope and sequence consisting of learning in and out of the classroom, quality on- and off-campus work experiences including interactions with a variety of adult role models, and knowledge of community resources.  

3A Strategic Goal Area: Graduation Requirements 

Team Captain: Jen Wright

Players: Eric Bruckman, Janey Heard, Rebecca Hansen 

Objective 1 

Define and implement specific criteria to allow for learners to demonstrate achievement of state standards, numeracy, and literacy proficiency and/or IEP benchmarks upon graduation. 

1. Determine equitable pathways for learners to achieve graduation requirements and obtain a CSDB diploma, to possibly include numeracy/literacy proficiency assessment scores; CSDB capstone; vocational/CTE certification, etc. 
2. Develop and administer an equitable capstone plan: a culminating exhibition demonstrating learning of predetermined outcomes, including demonstration of proficiency in literacy and numeracy.  
3. Review and revise CSDB graduation policy and regulations to accurately reflect the pathways, expectations, and requirements for learners to meet school graduation requirements, including Certificate of Completion. 
4. Communicate on a timely basis with parents and learners regarding placement in high school programs specific to the pathway and expectations involved to meet CSDB graduation requirements. 
5. Develop a bank of appropriate resources related to post-secondary education, employment, and career training opportunities, that are regularly updated on the CSDB website for staff, community, and parent access.   
    

3B Strategic Goal Area: Workforce Readiness  

Team Captain: Sherri Anderson

Players: Laura Stearns, Julie Harrison, Angie Brown, Mariel Knauss, Jamey Hastings, John Howland

Objective 1 

Support learners to have a successful off campus work experienced in which they demonstrate growth and development on the job as measured through evaluations by CSDB job coaches/transition teachers and community employers by the time they graduate.  

1. Develop a scope and sequence defining the work experiences offered at each grade level and collect data. 
2. Expand CSDB pool of community partners and potential employers for learners.  
3. Implement creative scheduling strategies for students to experience post-secondary work experiences outside of a traditional schedule.  
4. Explore HS career technology programs that begin in HS in nearby districts; collaborate/partner with districts to make options available to CSDB learners. 
5. Establish a stronger bridge from learners’ home communities during years at CSDB. 
6. Train identified staff on providing consistent information and support to learners to ensure clarity and understanding of their transition progress and next steps.  

Coach: Anthony Thomas 

Strategic Goal 

CSDB has a well-established variety of accessible after-school programs and services promoting optimal whole person development for day and residential learners in an environment that is fun, fulfilling and engaging.  

5-Year Goal 

Foundations have been established for learner-centered programs and services available beyond the classroom that clearly identify opportunities for day, residential and BtL learners, and promote development of skills in the areas of academics & employability, leadership, recreation/leisure, wellness and independent living.    

4A Strategic Goal Area: Extra Curricular Programming  

Team Captain: Max Wilding

Players:  Darrell Shular, Kim Thornton, Shari Matthews, Jaimie Valencia  

Objective 1 

Establish residential and extracurricular programming mechanisms to enhance programs and services occurring after the school day.  

1. Identify and establish appropriate school-wide and/or departmental guided learning supports for learners during after school hours. 
2. Assess, determine, and develop residential after school scheduling to determine where structure is needed to establish additional learner engagement and focus (ensuring learners have options within this structure). 
3. Develop a system of communication that provides consistent, accurate, and timely information between residential staff and parents and residential staff and school staff.  
    

4B Strategic Area: Building Autonomy  

Team Captain:  

Players: Robin Tueting, Lisa Oliphant, Marty Rahn, Allison Sambrook, Trena Alexei, Richard Williams. Shawn Anderson  

Objective 1 

Build learner autonomy through increased engaged learning opportunities for learners to lead more fulfilling lives.  

1. Develop greater Independent Living Skills (ILS). 
2. Create effective after-school mechanisms to promote mental health. 
3. Review and revise school rules and procedures.  

Coach: Cheryl Austin and Ashley Renslow

Strategic Goal  

As Colorado's premier resource on birth through high school education of the blind/visually impaired and deaf/hard of hearing, CSDB will be known statewide for its positive and successful collaboration with families, school districts and other stakeholders. 

 5-Year Goal   

CSDB’s Outreach Department will provide a greater and more responsive array of integrated services and expertise in educating blind/visually impaired and deaf/hard of hearing learners from birth through high school to families, school districts and other stakeholders in the state. 

5A Strategic Goal Area:  Trainings and Workshops   

Team Captain: Ashley Renslow

Players: Jennifer McLellan, Dana Baldiviez  

Objective 1 

Increase variety of statewide trainings and workshops for families and professionals.  

1. Develop, document, and communicate a catalog of in-person and web-based trainings and workshops for families and professionals. 
2. Provide surveys after CSDB trainings and workshops to guide future areas of focus. 
3. Investigate and prioritize trainings and workshops based upon prior attendance, survey results, requests, and funding. 
4. Identify and provide individualized support, trainings, workshops, and resources needed by families as members of the Individualized Family Service Plan (IFSP) team.  
    

5B Strategic Goal Area: Early Education Programs  

Team Captain: Ashley Renslow

Players: Sara Noel, Donna Keale, Jennifer McLellan, Jennifer Thompson, Kirsten Gardzelewski, Kelly Doolittle  

Objective 1 

Have updated documents, resources, and services for increased collaboration and communication.  

1. Develop more collaborative relationships between various consumer groups and CSDB to ensure all options are considered and provided to families. 
2. Investigate streamlining the process for providing families with a full list of possible options/services to allow for all appropriate providers to be invited to IFSP meetings. 
3. Investigate and develop a process on bridging early intervention and child find/school-based services to address the needs of the child during this transition period for families.   

Objective 2 

Offer a variety of on and off campus services for children birth through age 5 who are DHH or BVI.  

1. Expand birth to 5 programs offered to families of Deaf children to also include families outside of El Paso county.  
2. Investigate and provide birth to 5 program opportunities for families with children who are blind/visually impaired. 
3. Decrease number of families waiting for participation in Colorado Shared Reading Project by 10% each year. 
4. Work collaboratively with other state agencies and groups (El Colorado and EHDI), to ensure all children in CHIP are receiving consistent and standardized services.  
    

5C Strategic Goal Area: School-aged (itinerant) services and programming (ages 3+ thru 21)  

Team Captain: Kathy Emter 

Players: Donna Keale, Aaron Crow, Autumn Odette  

Objective 1 

Expand Outreach school-aged services to provide additional opportunities.  

1. Communicate and plan hosted events for preschool through 5^th grade students and their families.  
2. Communicate and plan hosted events for students (6^th-12^th grade) and their families.  
3. Explore and expand options for providing support/services for transition age students (18-21) to include their own communities.  
4. Expand provision of in-person and remote access to role models for students and families.  

Objective 2 

Increase collaboration with school districts, service providers and stakeholders statewide.  

A.    Explore and provide opportunities for professional development and collaboration with districts across the state in their provision of school-aged services.  

5D  Strategic Goal Area:  Collaboration and Resources  

Team Captain: Dale Wolf

Players: Ashley Renslow, Jim Olson, Dana Baldiviez, Cindy Cummings, Cara Johnson 

Objective 1 

Establish and increase opportunities for collaboration.  

1. Identify and increase opportunities for internal collaboration among Outreach and on-campus programs. 
2. Identify and increase opportunities for external collaboration between CSDB, Outreach programs, school districts, and consumer groups.   

Objective 2 

1. Establish an avenue for broadly sharing a variety of high-quality resources and programs.  
2. Expand ASL programming.    Increase the breadth of Expanded Core Curriculum Resources and Programs.