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Information for SEACO Nancy Grosz Sager Deaf and Hard of Hearing Programs Consultant January 21, 2010. This presentation includes:. Educational Interpreter Waivers Update Early Start for Deaf and Hard of Hearing Infants and Toddlers CAHSEE Update. Educational Interpreters.

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slide1

Information forSEACONancy Grosz SagerDeaf and Hard of Hearing Programs ConsultantJanuary 21, 2010

this presentation includes
This presentation includes:

Educational Interpreter Waivers Update

Early Start for Deaf and Hard of Hearing Infants and Toddlers

CAHSEE Update

slide4

An "educational interpreter" provides communication facilitation between students who are deaf or hard of hearing, and others, in the general education classroom and for other school related activities, including extracurricular activities, as designated in a student's Individualized Educational Program (IEP).

slide5
IDEA

The educational interpreter is a related service provider on a student’s IEP, which means that the interpreter is an IEP team member.

history
History

In 2000, the CDE convened a stakeholders group to make recommendations regarding qualification standards for educational interpreters.

slide7
2002
  • 5 CCR 3051.16
  • By July 1, 2007, educational interpreters must be certified by the Registry of Interpreters for the Deaf (RID), or equivalent.
5 years
5 years

The regulation was passed in 2002, to go into effect in 2007, in order to give interpreters and LEAs five years to prepare for the implementation.

2002 2005
2002-2005
  • Grants were provided to LEAs to train and assess interpreters.
  • A grant was provided to Palomar College to establish a one-time distance learning program for educational interpreters.
slide10
2007

5 CCR 3051.16 was amended

  • Frequent questions about what assessments were acceptable in lieu of RID certification
  • Concerns raised by the California School Employees Association that interpreters had not had enough time to meet the qualification standard.
by july 1 2008
By July 1, 2008

By July 1, 2008, an educational interpreter shall be certified by the national Registry of Interpreters for the Deaf (RID), or equivalent;

slide12
in lieu of RID certification or equivalent, an educational interpreter shall have achieved a score of 3.0 or above on the Educational Interpreter Performance Assessment (EIPA),
slide14
or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment.
  • This assessment is no longer given.
slide15
If providing Cued Language transliteration, a transliterator shall possess Testing/Evaluation and Certification Unit (TECUnit) certification, or have achieved a score of 3.0 or above on the EIPA - Cued Speech.
by july 1 2009
By July 1, 2009

By July 1, 2009, and thereafter, an educational interpreter shall be certified by the national RID, or equivalent;

slide17
in lieu of RID certification or equivalent, an educational interpreter must have achieved a score of 4.0 or above on the EIPA, the ESSE-I/R, or the NAD/ACCI assessment.
slide18
If providing Cued Language transliteration, a transliterator shall possess TECUnit certification, or have achieved a score of 4.0 or above on the EIPA - Cued Speech.
assessments eipa
Assessments: EIPA
  • Educational Interpreter Performance Assessment (EIPA) http://www.classroominterpreting.org (Outside Source)
  • Boys Town National Research Hospital
  • Local test administrators (LTAs) send tapes to Boys Town for scoring
  • Some districts have become LTAs
  • Interpreter receives one composite score
assessments esse
Assessments (ESSE)
  • Educational Sign Skills Evaluation (I/R)
  • SEE Center (Los Alamitos, CA) http://www.seecenter.org (Outside Source)
  • Tests are given at SEE Center, but SEE Center sometimes provides local test administration
  • Interpreter must receive 4.0 or above on both Expressive Interpreting (I) portion and Receptive (R) portion of the assessment
slide21
N.B.

BOTH ASSESSMENTS HAVE SIX MONTH TURN AROUND TIME.

level 5 advanced
Level 5: Advanced
  • Demonstrates broad and fluent use of vocabulary, with a broad range of strategies for communicating new words and concepts. Sign production errors are minimal and never interfere with comprehension. Prosody is correct for grammatical, non-manual markers, and affective purposes. Complex grammatical constructions are typically not a problem. Comprehension of sign messages is very good, communicating all details of the original message.
  • An individual at this level is capable of clearly and accurately conveying the majority of interactions within the classroom.
  • http://www.classroominterpreting.org (Outside Source)
level 4 advanced intermediate
Level 4: Advanced Intermediate
  • Demonstrates broad use of vocabulary with sign production that is generally correct. Demonstrates good strategies for conveying information when a specific sign is not in his/her vocabulary. Grammatical constructions are generally clear and consistent, but complex information may still pose occasional problems. Prosody is good, with appropriate facial expression most of the time. May still have difficulty with the use of facial expression in complex sentences and adverbial non-manual markers. Fluency may deteriorate when rate or complexity of communication increases. Uses space consistently most of the time, but complex constructions or extended use of discourse cohesion may still pose problems. Comprehension of most signed messages at a normal rate is good, but translation may lack some complexity of the original message.
  • An individual at this level would be able to convey much of the classroom content but may have difficulty with complex topics or rapid turn taking.
  • http://www.classroominterpreting.org (Outside Source)
level 3 intermediate
Level 3: Intermediate
  • Demonstrates knowledge of basic vocabulary, but will lack vocabulary for more technical, complex, or academic topics. Individual is able to sign in a fairly fluent manner using some consistent prosody, but pacing is still slow with infrequent pauses for vocabulary or complex structures. Sign production may show some errors but generally will not interfere with communication. Grammatical production may still be incorrect, especially for complex structures, but is in general intact for routine and simple language. Comprehends signed messages but may need repetition and assistance. Voiced translation often lacks depth and subtleties of the original message. An individual at this level would be able to communicate very basic classroom content, but may incorrectly interpret complex information resulting in a message that is not always clear.
  • An interpreter at this level needs continued supervision and should be required to participate in continuing education in interpreting.
  • http://www.classroominterpreting.org (Outside Source)
level 2 advanced beginner
Level 2: Advanced Beginner
  • Demonstrates only basic sign vocabulary and these limitations interfere with communication. Lack of fluency and sign production errors are typical and often interfere with communication. The interpreter often hesitates in signing, as if searching for vocabulary. Frequent errors in grammar are apparent, although basic signed sentences appear intact. More complex grammatical structures are typically difficult. Individual is able to read signs at the word level and simple sentence level but complete or complex sentences often require repetitions and repairs. Some use of prosody and space, but use is inconsistent and often incorrect.
  • An individual at this level is not recommended for classroom interpreting.
  • http://www.classroominterpreting.org (Outside Source)
level 1 beginner
Level 1: Beginner
  • Demonstrates very limited sign vocabulary with frequent errors in production. At times, production may be incomprehensible. Grammatical structure tends to be nonexistent. Individual is only able to communicate very simple ideas and demonstrates great difficulty understanding signed communication. Sign production lacks prosody and use of space for the vast majority of the interpreted message.
  • An individual at this level is not recommended for classroom interpreting.
  • http://www.classroominterpreting.org (Outside Source)
waivers 2007 08
Waivers 2007-08
  • LACOE – 1
  • San Bernardino COE - 3
  • Imperial COE – 5
  • Desert Sands USD – 6
      • Total = 15 (approved)
        • 110.67 not fully certified interpreter FTEs
waivers 2008 09
Waivers 2008-09
  • Lemoore UHSD – 1
  • San Bernardino COE – 1
  • Riverside COE – 3
  • Desert Sands USD – 6
  • Chino Valley USD – 2
  • Imperial COE – 5
      • Total = 18 (approved)
        • 98.92 not fully certified FTEs
waivers 2009 10
Waivers 2009-10
  • July
    • Placer COE – 3
  • September
    • Kings COE – 3
    • Clovis USD – 4
      • Total = 10 (approved)
waiver 2009 10
Waiver 2009-10
  • November
    • Modesto City HSD – 3
    • Solano COE – 4
    • Escondido USD – 1
    • Hanford USD – 1
    • San Bernardino COE – 5
    • Monterey COE – 10
    • LAUSD – 6
    • Sutter COE – 4
    • Dinuba USD – 2
    • Butte COE – 3
    • Lindsay USD - 3
      • Total = 42
      • Other requests were received, but held because the interpreters did not have assessment scores.
november
November
  • 32 approved (all had scores between 3.0 and 3.9)
  • 10 denied (all had scores below 3.0)
  • Waiver policy approved by the State Board
waiver policy
Waiver Policy
  • At the November 2009 meeting, the SBE also approved a State Board of Education (SBE) Waiver Policy for Educational Interpreters Not Meeting Regulatory Standards, available at: http://www.cde.ca.gov/re/lr/wr/documents/interpreter_000.doc
consent calendar criteria
Consent Calendar Criteria
  • LEA must submit current job description that reflects regulatory requirement
  • Must be interpreter’s first waiver request
  • Must be interpreter’s first year of employment
  • Interpreter must have current assessment score between 3.0 and 3.9
non consent waiver requirements
Non-consent Waiver Requirements

If no current assessment scores, must provide EIPA pre-hire recommendation from Boys Town.

  • $10 mailing for kit
  • $75 per interpreter
  • 72 hour turn around once Boys Town receives tapes
  • Hire, hire with caution, do not hire
  • Does not replace assessment
non consent waiver requirements1
Non-Consent Waiver Requirements

LEAs must provide current assessment scores from either the EIPA or the ESSE (I/R).

Current means within the past school year.

eipa pre hire screen
EIPA Pre-hire Screen
  • Chris Grassmeyer
  • EIPA Diagnostic Center
  • Boys Town National Research Hospital
  • 502-452-5039
waiver requirements
Waiver Requirements
  • Name, date, and score of recent assessment
  • Names, dates, and scores of previous assessments
  • Date of hire
  • Efforts made by LEA to train interpreter since 2002
  • Training efforts pursued by the interpreter since 2002
  • Remediation plan signed by interpreter and union representative
  • Copy of current job description for educational interpreters
examples yes
Examples (yes!)
  • Mentoring by RID certified interpreter
  • Enrollment in interpreter training program.
waiver 2009 101
Waiver 2009-10
  • January
    • El Dorado COE -1
    • Lemoore UHSD – 1
    • LAUSD – 4
    • Clovis USD – 5
    • Chino USD – 1
      • Total = 12
waiver 2009 102
Waiver 2009-10
  • March
    • Plumas USD – 1
    • Desert Sands USD – 4
      • Total = 5
      • Recommending denial for one
      • Two are 3rd time waivers – unsure what SBE will do
waiver 2009 103
Waiver 2009-10
  • We are currently holding Waiver Requests from four LEAs, pending receipt of current assessments or pre-hire screens.
where to find training
Where to find training?
  • Contact local RID chapter (Outside Sources) for interpreters who can provide mentoring:
    • http://www.savrid.org
    • http://www.ccrid.org
    • http://www.scrid.org
    • http://www.norcrid.org
    • http://sdcrid.org
where to find training1
Where to find training?
  • SEE Center http://www.seecenter.org (Outside Source)
  • EIPA Diagnostic Center http://www.classroominterpreting.org(Outside Source)
  • Cypress College (Dennis Davino) http://cypresscollege.edu/~ddavino (Outside Source)
where to find training2
Where to find training?
  • Signs of Development http://www.signs-of-development.org (Outside Source)
  • Distance Opportunities for Interpreter Training (DOIT Center at University of Northern Colorado) http://www.unc.edu/doit (Outside Source)
  • Sign Language Specialists On-Line Focus http://www.signlanguagespecialists.com (Outside Source)
where to find training3
American River College

CSU Northridge

CSU Fresno

Golden West College

El Camino College

Pierce College

Mount San Antonio College

Ohlone College

Oxnard College

Palomar College

Riverside Community College

San Diego Mesa College

Where to find training?
slide47
Additional information on the waiver process can be found at: http://www.cde.ca.gov/re/lr/wr/othertopics.asp#interpreter, or by calling the CDE Waiver Office at (916) 319-0824.
summary
Summary
  • Job descriptions must require interpreters to meet regulatory qualification standard.
  • Interpreters must be RID certified or be Level 4 or above on the EIPA, ESSE, or NAD/ACCI.
  • You may apply for waivers for interpreters who have not met the standard.
  • The waiver requests must meet specified requirements.
history of deaf education the hundred years war
History of Deaf EducationThe Hundred Years War

Spoken language is the most natural way for human beings to communicate.

For a child who is deaf or hard of hearing, a visual language (American Sign Language) is the most natural way to communicate.

beliefs
Beliefs

Medical

  • Every child who is deaf or hard of hearing has the right to learn to listen and speak.

Wellness

  • Every child who is deaf or hard of hearing has the right to learn American Sign Language (ASL).
2006 united nations convention on the rights of persons with disabilities
2006 United Nations Convention on the Rights of Persons with Disabilities
  • States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including:
slide53
Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;
  • Consideration should be given to the use of sign language in the education of deaf children, in their families and communities.
what we know
What we know

Being deaf or hard of hearing does not cause language delay; it is language deprivation that causes language delay.

what we know1
What we know

Language and cognition are closely related.

Language deprivation may result in cognitive delays.

what we know2
What we know
  • Deaf children with deaf parents are the most likely to acquire age-appropriate language skills
ab 2909 study
AB 2909 Study

Table O. Comparison of Cognitive Skills and Communication Skills by Home Language

and we know
And we know..
  • That for children who are deaf or hard of hearing and have hearing parents, the most significant predictors of success are AGE OF IDENTIFICATION combined with APPROPRIATE EARLY EDUCATIONAL SERVICES.
  • Teacher of the Deaf!!!!
what we know3
What we know

When infants are identified and enrolled in appropriate Early Start services by six months of age, they can develop language skills commensurate with their hearing peers and with their cognitive abilities.

(Yoshinaga-Itano, Moeller)

ab 2909 study1
AB 2909 Study

Table N. Comparison of Cognitive Skills and Communication Skills by Age of Entry in Early Start

what else do we know
What else do we know?
  • Advances in technology have made it possible for more children born deaf or hard of hearing to acquire listening and spoken language skills.
  • Sign language promotes and enhances the acquisition of spoken language and cognition for ALL children.
idea part c
IDEA Part C
  • Requires that a referral be made to Part C (Early Start in California) within two working days of identification.
referral to part c
Referral to Part C
  • Single Point of Entry to Early Start
  • California Department of Education
  • 1-866-505-9388
  • FAX 1-916-445-4550
referral to early start
Referral to Early Start
  • Demographic Information (name, dob, parents’ names, contact info)
  • Type and degree of hearing loss
  • Any other info related to hearing loss
  • Name and contact info of referring audiologist
referral to early start1
Referral to Early Start
  • Is REQUIRED by IDEA
  • Does not require parental consent (signed or verbal)
  • Parents should be informed of referral at time of identification
referral to early start2
Referral to Early Start
  • CDE sends referral to appropriate LEA Early Start program
    • CC to Hearing Coordination Center
    • CC to audiologist (if fax # is included in referral)
who should be referred
Who Should Be Referred?
  • All infants with UL or BL Mod-Severe, Severe, or Profound HL
  • All infants with atresia
  • All infants with AN, regardless of type/degree of HL
  • All children with speech delay, regardless of type/degree of HL
in addition refer
In addition, refer…
  • Infants with mild or moderate HL, if there is a SN component
  • Infants with long term (3 months or more) or permanent conductive hearing loss
early start
Early Start

Once the LEA has received a referral, the LEA has 45 calendar days to complete an evaluation and develop an Individualized Family Service Plan (IFSP).

two state laws
Two State Laws
  • Government Code 95000 The California Early Intervention Services Act (applies to DDS and CDE)
  • Education Code 56425 Early Education for Individuals With Exceptional Needs (applies to CDE only)
so what s the difference
So what’s the difference?

GC 95000

EC 56425

Does not specify the frequency of services.

Does not specify who is qualified to provide special instruction.

Requires that home visits be once or twice a week.

Requires that DHH infants and toddlers receive special instruction from a credentialed teacher of the deaf.

language language language
Language! Language! Language!
  • For deaf and hard of hearing kids, it’s all about the development of language and cognition.
early start is all about
Early Start is all about
  • Providing parents with the support, skills, and knowledge they need to be able to provide a linguistically rich home environment, and to be able to advocate for their child in the IEP process
early start for dhh infants should be
Early Start for DHH Infants should be…
  • Family-centered and relationship based
  • Communication focused
  • Sensitive to all cultures (including Deaf Culture)
  • Respectful of all languages (including American Sign Language)
  • Developmentally appropriate
  • Evidence based
  • Collaborative
also critically important
Also critically important
  • Parent-to-Parent Support
    • Parent Links (Hope! Dream! Achieve!)
    • IMPACT www.impactfamilies.org
  • Deaf and Hard of Hearing Mentors
language opportunities
English (or other spoken language)

Auditory/oral

Cued

Manually Coded English

Signed English

Written

American Sign Language

Language Opportunities
language opportunities1
English (or other spoken language)

Auditory/oral

Cued

Manually Coded English

Signed English

Written

American Sign Language

Language Opportunities
remember
Remember…
  • It’s not “soup” or “salad”.
questions
Questions?

Nancy Grosz Sager

Deaf and Hard of Hearing Programs Consultant

916-327-3868

nsager@cde.ca.gov