Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education Deaf And Hard Of Hearing topic
No spam. Unsubscribe anytime.
District outlines seven-goal plan for deaf and hard-of-hearing programs, sets staffing and acoustical milestones
Summary
SFUSD presented an operational plan to expand services for deaf and hard-of-hearing students: a continuum of placements, recruitment of teachers of the deaf, partnerships with universities, and classroom acoustical modifications scheduled for some sites by Oct. 27 and others by spring 2007.
San Francisco Unified School District staff presented the Board with a strategic plan on Oct. 10 that lays out seven goals to develop programs and services for deaf and hard-of-hearing students, including staffing, placements, acoustical classroom improvements and parent outreach.
SELPA Director David Wax and program staff described the goals: provide administrative leadership; establish a clear vision and purpose statement; develop a continuum of services and placements from toddler through 12th grade (including magnet schools and appropriate peer groups); recruit and train qualified credentialed teachers of the deaf; provide communication access and acoustically appropriate classrooms; and assure access to challenging grade-level instruction.
Staff listed concrete activities and timelines: a toddler center-based program (18–36 months) opening Oct. 27, an auditory-oral K–2 program at Cesar Chavez, hiring three new teachers of the deaf (with plans for additional itinerant hires by February 2007), and a collaborative graduate intern program with San Jose State University beginning in February. The plan also includes acoustical modifications at Claire Lilienthal and Tule Oak by Oct. 27 and additional magnet-site modifications (Chavez, Lafayette, Optus, O'Connell) by April 1, 2007.
Parents in the meeting voiced support and urged stronger outreach and translation for parent materials and invitations. Staff said they would distribute a one-page parent survey, use the district ombudsperson for translations, and schedule quarterly parent meetings to solicit input. The Board acknowledged progress but asked for continued attention to staffing levels and family outreach.
