EIPA Written Standards Review 2

A delay in language development typically is caused when a student has additional disabilities

A delay in language development typically is caused when a student has not started school early enough.

A delay in language development typically is a sure sign that there is something much more seriously wrong with the student.

A delay in language development typically is caused because the student’s environment has not provided them sufficient access to language.

This has been proven to be true

This has not been proven to be true.

IDEA is a state law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.

IDEA is a federal law that protects the rights of the student with disabilities, and mandates that all students with disabilities receive a free and appropriate education.

IDEA is a state law that guarantees all children who are deaf or hard of hearing will have a qualified interpreter.

IDEA is federal law that guarantees all disabled children will have a qualified specific support provider.

An I.E.P. is an Interpreter Educational Performance.

An I.E.P. is an Individual Education Plan.

An I.E.P is an Independent Evaluation of Parents.

An I.E.P. is an Individual Evaluation Plan.

An I.E.P. is the required form parents of disabled children must fill out upon entering their disabled child into public education.

An I.E.P is the performance part of the RID National Certification for Educational Interpreters

An I.E.P. is a legal document required by IDEA to detail each disabled student’s developmental program.

An I.E.P. is the Individual Evaluation Plan that interpreters follow when organizing their Professional Development Plan (PDP).

The interpreter, the RID president, the teacher of the deaf and the Supervisor of Schools.

The qualified interpreter, the student’s family, general classroom teacher, speech language pathologist, audiologist, an administrator, a deaf educator, and the student when appropriate.

The student’s family, general classroom teacher, the deaf educator, the principal, the child psychologist, and the student when appropriate.

The interpreter supervisor, the student’s family, a classroom teacher, the school nurse, the audiologist and the principal, attorneys, a union representative

Occupational or physical therapy, counseling, note-taking, training in the use of assistive technology and help learning to work with an interpreter.

Note-taking, training in the use of assistive technology, after school tutoring, occupational or physical therapy, and Braille.

Occupational or physical therapy, vocational training, counseling, life skills, and the use of assistive technology.

Occupational or physical therapy, auditory training, note-taking, counseling, help learning American Sign Language, and after school tutoring.

Lessons Requiring Education

Least Restricted Environment

Learners Reading Enrichment

Legal Reading Enhancement

Allow student to be educated in the most appropriate environment for the student.

Allow the student to enhance their reading skills by being in the most appropriate reading class for their age.

Allow students to take lessons that are applicable to their disability and will allow them to grow educationally.

Allow students to take legal testing that is applicable to their reading level

Criterion-referenced tests

Achievement tests

Intelligence tests

Statistical tests

Criterion-referenced tests

Achievement tests

Intelligence tests

Standardized tests

The educational plan, language expressed by the student, communication with the educational team, with the goal of an interpreting product that is accessible to the student.

Communication with the educational team, with the students reading level in mind, sign system specified by the school system, with an academic goal set by the IEP team

The academic level, signed vocabulary level expressed by the student, communication with the teacher of the deaf, with goals for the semester

The age of the student and emotional maturity of the student, written language skill of the student, communication of the student and the suggestions from the student’s family

The interpreter works for the school district.

The interpreter works for the principal of the school.

The interpreter works for the whole class, including teacher and all students, and is accountable to the educational team.

The interpreter is accountable to the county coordinator of related services.

The interpreters role on the team is to provide, consultation regarding strategies to promote student learning, advise regarding language development or the lack there of, consult with parents regarding student behavior, interpret all class room instructions, and voice all student signing, encourage student independence, and educate all school staff on the uses of the educational interpreter.

The interpreter’s role on the team is to provide, consultation regarding strategies to promote student language development in ASL, encourage independence in student work, interpret content and non-content areas, promote student participation in classroom discussions and group activities, also educating others on the use of the interpreter as well as certification levels and organizations

The interpreter’s role on the team is to provide, consultation regarding student behavior and reading level, provide strategies to promote student language development, encourage student independence in socialization, interpret all content and instructional directions, promote student class participation, and educate the school staff on the proper use of the interpreter in the classroom.

The interpreters role on the team is to provide, consultation regarding strategies to promote student independence, encourage direct, promote student participation in classroom discussions and activities addressing discipline problems and procedures, also responsible for concerns related to a student’s needs, and educating others regarding the implication of hearing loss.

Work with small groups, create a PowerPoint or hand out materials, provide students plenty of practice time observe their progress, give answers on occasion to encourage students, and quiz them over the material until it is mastered.

Preparing for content by implementing instructional strategies into materials you create for the students, evaluating skills learned and reinforcing those skills not yet mastered, creating a summary of the results and presenting your findings to the IEP team, assisting the student and others in understanding the role of the tutor.

Preparing for content, implementing instructional strategies as identified by the IEP team, reinforcing and supervising practice of skills with individual and small groups, assisting the student and other professionals in understanding the role of the tutor and providing clear and appropriate information for the substitute.

Preparing for content, implementing IEP team strategies, reviewing problems not understood by the student and creating other methods that may be understood easier by the student or students provide answers and homework when needed.

Linguistic, discourse, phrasal and sentential

Lexical, metalinguistic, phrasal, and sentential

Lexical, linguistic, phrasal, and sentential

Lexical, phrasal, sentential and discourse

Interpreter’s language ability and content knowledge, speaker’s rate of delivery, discourse organization, communicative intent, register etc.

Interpreter’s attitude, whether they are interpreting or transliterating, speaker’s accent, register, topic etc.

Interpreter’s years experience, content knowledge, preparation time, time lag, register and discourse organization, etc.

Interpreter’s ability to think fast on their feet, knowledge of deaf culture, knowledge of linguistics of ASL, speaker’s rate of speed, and content knowledge, etc.

Bi Bi model and Conduit model

Helper model and the Ally model

Helper model and the Conduit model

Ally model and the Bi Bi model

To rest, and practice their receptive skills and to read a good book

To plan for future lessons, to contact parents with any new updates on their child, and to confer with the educational team.

To create signs that will be needed, to chat with other peers, to read professional material

To plan for future lessons, to read text book assignments, to research and learn new vocabulary, etc.

Music.

The use of verbs and nouns and their differences.

The beginning and ends of linguistic units, such as sentences and topics.

The expression of feelings.