NSSEO Governing Board Brief

In December, the writing of the Strategic Plan began with in-person, full-day meetings with all eight member district superintendents, some governing board members, NSSEO teaching staff, related services staff, ESPs, administrator representatives, as well as the NSSEO superintendent and cabinet. HYA led the group and presented the same data that was presented to the Governing Board at the November meeting, to ensure that all team members had the same foundation in understanding the ongoing needs of the organization. After establishing a common understanding of the available data, participants were led to identify issues that force the organization to either accept the inevitable decline of the organization or to create new possibilities which was accomplished through a variety of collaborative activities and much discussion.

First and foremost, the group determined that the NSSEO Vision and Mission statements were still appropriate and described what we do, and will continue to do for students and that no changes were needed.

The identified priorities were established (in no particular order), to be addressed by the plan which will serve the organization for the next several years:

• Instruction and Programming: As an organization, we will design and use a continuous improvement process for instruction and program development that is responsive to the evolving needs of our students.

Detail: In particular, the organization is highly valued by member districts for accepting all students who cannot be served at their member districts. Continuous improvement and prediction of the needs of students will need to continue to occur as will the preparation of curriculum and staff.

• Governance: As an organization, we will implement a well-defined advisory + governance structure which ensures collaborative decision-making and engagement of member districts (superintendents) and NSSEO.

Detail: The added layer of an advisory board, composed of the member district superintendents in collaboration with the NSSEO superintendent, making recommendations to the governing board is recommended as it will provide the necessary transparency and communication to ensure the continuous meeting of member districts' needs in a changing educational and financial landscape.

• Facilities and Finance: As an organization, we will develop and execute a fiscally responsible, long-range facilities plan that prioritizes a safe and supportive environment for all students and staff.

Detail: A facilities plan (as opposed to a maintenance plan) is recommended as it will guide efforts to ensure students and staff have the necessary environment to realize the organization's mission and vision for all students.

• High Quality Staff: As an organization, we will retain high-quality staff, through effective hiring processes and a positive work culture that demonstrates support, value, and growth.

Detail: The significant, nationwide shortage of special education professionals requires added emphasis and attention to the crucial aspects of both onboarding of new, and maintaining of current staff, through continuous training and clear examples of support and appreciation in a competitive market.

The next phase of development of the NSSEO Strategic Plan is the development of action plans for each of the identified priorities: Governance; Facilities and Finance; High Quality Staff; and Instruction and Programming. On January 22nd and 29th, the NSSEO administration, representatives from member districts, and governing board representatives met to collaboratively develop action plans for each designated priority.

The Deaf/Hard of Hearing (DHH) Program has made significant strides in addressing CIP Goal 1 focused on Student Outcomes. The program maintains a strong emphasis on integrated support services, with all three DHH programs working in coordination to ensure comprehensive student support. Through ongoing assessment updates, program adaptations, and enhanced support services and resources, the DHH Program demonstrates a continued commitment to student success.

The DHH Diagnostics Program conducts specialized evaluations to assess how hearing loss impacts students' learning and communication needs. Working collaboratively with member districts, the Diagnostic Team uses evaluation data to develop instructional plans, accommodations, and technology support to address specific student needs. The Audiology Department’s provision of specialized assessment and support to students with Central Auditory Processing Disorder (CAPD) has recently evolved to include the use of interventions to improve, and in some cases resolve the impact of the disorder.

The Hearing Itinerant Program provides supplemental instruction that complements the core curriculum delivered to students within their member district schools. The focus includes targeted instruction in auditory skill development, self-awareness, and self-advocacy. This year, the Hearing Itinerant program undertook the revision and update of their self-advocacy assessment tool, which includes skills relevant for preschool to transition-aged students. This assessment addresses crucial skills such as managing communication breakdowns, understanding personal amplification equipment, and awareness of legal rights for DHH individuals in both educational and workplace settings.

The DHH Satellite Classrooms have been focused on enhancing literacy instructional practices for elementary through high school students. By integrating Readtopia curricular materials and targeted professional development, teachers are infusing research-based practices specifically designed for students who primarily utilize visual communication modalities. Future work will focus on refining progress monitoring practices and assessment instruments to effectively track and promote student achievement.