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TOTAL COMMUNICATION POLICY AND PROCEDURES
FOR
IDENTIFIED STAFF AT THE
MICHIGAN SCHOOL FOR THE DEAF AND BLIND
August 2, 2004
TABLE OF CONTENTS
PHILOSOPHY ON TOTAL COMMUNICATION…………………………………… 3
POLICY ON TOTAL COMMUNICATION…………………………………………... 3
PROCEDURES TO ENSURE TOTAL COMMUNICATION
Expected involvement at MSDB Staff in the Sign Communication Proficiency Interview (SCPI) Process…………………………………………………………………………………………… 3
ASL Classes……………………………………………………………………………………… 4
PROCEDURES FOR THE IMPLEMENTATION OF THE SCPI
SCPI Overview…………………………………………………………………………………... 4
Rating Scale……………………………………………………………………………................ 4
Process Time Line……………………………………………………………………………….. 5
Sharing General Information about the SCPI and the Confidentiality of Results…………… 6
Materials and Procedures………………………………………………………………………... 6
Reporting SCPI Results to Candidates…………………………………………………………... 7
Discussion of SCPI Results………………………………………………………………………. 7
Procedures if a Candidate does not Accept Rating Level……………………………………… 7
Disposition of SCPI Videotapes………………………………………………………………….. 8
SCPI Rating Level Standards for MSDB Staff…………………………………………………… 9
Schedule/Expectations of Staff……………………………………………………………………10
Options if Staff Member does not Achieve Sign Skill Level……………………………………..10
Opportunities for Staff to Improve Sign Language Communication Skills………………………10
MSDB SCPI Review Team Interview-Rater Training Program……..........................................11
Mentor-Trainee Program………………………………………………………………………….11
Selecting MSDB SCPI Team Members…………………………………………………………..12
Training Workshops………………………………………………………………………………12
TOTAL COMMUNICATION POLICY AND PROCEDURES
FOR THE MICHIGAN SCHOOLS FOR THE DEAF AND BLIND
Philosophy on Total Communication
It is the philosophy of the Michigan Schools for the Deaf and Blind (MSDB) that all individuals have the right to equal access communication. This means that identified employees use sign language on campus, to the best of their ability, and utilize the communication means necessary for all staff and students to be fully participatory in any and all events that happen on campus.
Policy on Total Communication
The Michigan School for the Deaf and Blind operates a campus-wide total communication educational and communication philosophy. In order to assist staff to attain the necessary sign communicate skills, a program of evaluation and instruction has been developed.
Total communication is defined as the right of every child who is deaf to learn to use all forms of communication available to develop language competency. This includes the full spectrum of communication/language modes including child-devised gestures, speech, formal sign language fingerspelling, speech reading, reading, and writing. Every child who is deaf shall also be provided with the opportunity to learn to use any residual hearing he/she may have for the enhancement of speech, auditory, and speech reading skills by employing the most appropriate hearing aid equipment as prescribed by an educational audiologist.
Total communication emphasizes proper and maximum usage of the following components: gestures, speech, sign language, fingerspelling, speech reading, writing, and amplification according to the needs and/or abilities of the individual child involved. The goal is maximum development of English and all modes of communication realistically within each child’s potential.
American Sign Language (ASL) is recognized as the predominant language being used by the vast majority of children and adults who are deaf in Michigan and the United States. ASL shall be used as one of the educational tools to foster conceptual development and to teach Signed English (written and signs) and other subjects. It may also be used outside of the classroom.
Signed English is the sign system that is utilized in a total communication environment in the educational setting for the purpose of developing English language competency among the students. Signed English is defined as manual communication (using ASL signs to the maximum degree possible) presented in appropriate English word order, making English features visible to children who are deaf.
Procedures to Ensure Total Communication
Expected Involvement of Identified MSDB Staff in the Sign Communication Proficiency Interview (SCPI) Process
• All Identified staff shall participate in the SCPI process.
• The procedures to be used will be communicated to all staff via this document.
• Participation in the SCPI shall be considered a work assignment.
• The SCPI shall be scheduled during work time or attached to a shift (overtime eligible)
ASL Classes
• Classes will be offered to staff who receive SCPI ratings below the level established for their position.
• Classes will be offered on work time and participation shall be considered a work assignment.
• Failure to fully participate (attend classes and show a good faith effort to learn the material and complete assignments) in assigned sign language courses may be considered as insubordination and may result in disciplinary action.
• It is the employee’s responsibility to reschedule missed classes.
• Staff performance in sign communication classes shall be subject to the same supervisory review process as other work activity.
• Staff who have completed an assigned program of instruction in sign communication shall be required to participate in the SCPI process again to determine whether they have attained the proficiency level established for their position.
• Staff who attain the appropriate SCPI level may also participate in sign language classes to further improve their skills, subject to the approval of their supervisor and the availability of space in the class.
Procedures for the Implementation of the SCPI
SCPI Overview
The purpose of the SCPI is to determine how well an individual can sue sign language for communication on a variety of social and work topics. This SCPI involves a one to one conservation between the interviewer and the candidate. Generally, interviews are conducted in sign language communication only. This principle is allowed because research and experience have shown that people generally demonstrate their highest sign language communication skills when using sign language alone. This SCPI is a criterion referenced test (based on predetermined standards) rather then a norm referenced (comparison between individuals) test.
SCPI Rating Scale
0 No functional skills in signing.
Novice Basically limited to single sign utterances with vocabulary primarily related to everyday social, question/topic areas such as names of family members, basic objects, colors, numbers, names of weekdays, and time.
Novice+ Exhibits some survival level skills, but not all and not consistently.
Survival Able to satisfy basic survival needs in social and/or work situations. Can ask and answer basic questions and have some skills in creating sign utterances based on learned/memorized sign vocabulary. Can get into, through, and out of simple survival situations.
Survival+ Exhibits some intermediate level skills, but not all and not consistently.
Intermediate Able to satisfy with some confidence routine social demands and work requirements. Demonstrates use of some sign grammatical features in connected discourse, but not controlled. Able to narrate and describe topics related to family background, interests/hobbies, and work. Fair to good control of everyday sign vocabulary (may have several misproductions) with fluency generally characterized by moderate signing pace and some inappropriate pauses/hesitations.
Intermediate+ Exhibits some advanced level skills, but not all and not consistently.
Advanced Able to sign with sufficient grammatical accuracy and vocabulary to
participate effectively in most formal and informal conservations on social
and work topics. Conservation is generally fluent and shared. Broad
knowledge and clear, accurate production of sign vocabulary and
fingerspelling; occasional misproductions do not detract from
conservation flow. Grammar and comprehension are good.
Spontaneously elaborates on familiar topics, when appropriate, and able to
Respond appropriately to unfamiliar topics.
Advanced+ Exhibits some superior skills, but not all and not consistently.
Superior Able to use vocabulary and grammar with near native-like fluency and
accuracy for social and work needs. Comprehension, vocabulary, and
grammar are excellent.
Superior+ Able to use signing fluently and accurately to discuss topics in depth, in
formal and informal social and work situations. All aspects of signing are
native-like, including breadth of vocabulary, grammar, colloquialisms,
accent/production, and cultural references.
SCPI Process Time Line
Time (working days) Activity Person Responsible
5 Complete interview; send results to SCPI Coordinator Designated SCPI team member
10 Copy of results to candidate or candidate’s supervisor SCPI Coordinator
(see page 7 of this document, Reporting SCPI Results)
15 Discuss results with candidate Candidate’s Supervisor (if
(If candidate is an MSDB employee, the results are candidate is MSDB employee)
placed in their MSDB and MDE personnel files)
20 Candidate notifies SCPI Coordinator if he/she wishes Candidate
to review the interview tape
30 Interview review appointment set SCPI Team Member
35 Candidate notifies SCPI Coordinator if he/she wants a Candidate
second interview and/or rating
45 Dates of second interview and/or rater meeting SCPI Coordinator
55 Results reviewed with candidate SCPI Coordinator
60 Candidate notifies SCPI Coordinator if he/she wants Candidate
second interview rated by National Technical Institute
for the Deaf Consultants
75 Final results reviewed with candidate SCPI Coordinator
Sharing General Information about the SCPI and the Confidentiality of Results
A. General information relative to the SCPI, including program policies relative to use of the SCPI:
1. Has been shared with current employees
2. Is shared with potential employees prior to or during the interview process
3. Shall be given to the newly-hired employees
B. Results of the SCPI shall be shared with or be available to:
1. Candidate
2. Candidate’s immediate supervisor
3. MSDB Director and/or designee
4. SCPI Coordinator
5. Personnel file
C. A “release of information form” must be signed by the candidates to release SCPI results to any persons except those specified in above.
Materials and Procedures
A. All interviews will be videotaped
B. Notice of interview_ The candidate will receive a memo informing them of their interview date and will be provided with additional information/material about the SCPI
C. Interview evaluation and follow up meetings
1. The SCPI team is comprised of an interviewer and three raters (interviewer may or may not be one of the raters).
2. Interview results are given to the candidate’s supervisor who then meets with the candidate.
3. Within two weeks of receiving the results, the candidate may schedule a follow-up meeting with SCPI team members to discuss interview rating results.
4. Interview and follow-up meeting are scheduled at mutually agreed upon times by the MSDB SCPI Coordinator and the candidate.
D. Rating videotaped interviews
1. Three raters (SCPI Rating Team) view interview videotapes as a group.
2. All three members of the Team record an independent rating.
3. The Team then discuss their rating.
4. If agreement is reached on a rating, the results are recorded.
E. Process when raters cannot reach agreement on a rating level
1. Raters determine if the interview was conducted appropriately; if not, another interview will be scheduled; if yes, go to 2 below.
2. A second SCPI rating team review is scheduled.
3. If agreement by a minimum of four raters cannot be reached, another interview for the candidate will be scheduled.
F. Raters agreement criteria
1. For each position or group of positions, two levels of rater agreement are specified.
a. All three raters must agree on the candidate’s rating if he/she was evaluated at or one-half level below the SCPI rating level expected for the candidate’s position/title.
b. Two of three raters above must agree on the candidate’s rating if he/she was evaluated above or one full level or more below the SCPI rating level expected for the candidate’s position/title.
2. If agreement as specified in 1 (a) and (b) is not reached, ratings by a second SCPI rating team are obtained; a minimum of four exact ratings is then necessary for agreement. If agreement is not reached, another interview is scheduled for the candidate.
Reporting SCPI Results to Candidates
A. The SCPI Coordinator is responsible for ensuring the SCPI results are given to the candidate.
B. If the candidate is an MSDB employee, the results are given to the employee’s supervisor who provide a copy to the employee and places an additional copy in the employee’s personnel files.
C. If the candidate is not an MSDB employee (receiving a SCPI rating through MSDB outreach services), the results are mailed to the candidate.
Discussion of SCPI Results
A. Results shall be communicated to the candidate.
B. The candidate’s strengths will be emphasized, with brief discussion of skills needing improvement.
C. If requested by the candidate, further discussion of the candidate’s sign language communication strengths and weaknesses are provided at a subsequent meeting with a SCPI team member. The SCPI videotape may be shown at this meeting.
Procedures if a Candidate does not Accept Rating Level
A. If a candidate does not accept the rating level, the candidate must notify the SCPI Coordinator within 20 working days following the day of receiving the SCPI results.
B. The candidate and SCPI Coordinator will meet within 15 days of above notice to review the results and videotape, if appropriate.
C. If the candidate still objects to the rating, a second interview and/or rating will be scheduled. The interview and raters should not have conducted the first interview/rating.
D. If the candidate is dissatisfied with the second interviewing/rating, the candidate may ask the SCPI Coordinator to send the most recent SCPI tape to SCPI Consultants for review and rating.
E. The SCPI Consultants’ rating determined after the second interview shall stand.
Disposition of SCPI Videotapes
A. All SCPI videotapes are considered confidential and will be locked. Only the SCPI Coordinator and MSDB Director/Designee will have access to the videotapes. Only the candidate and designated SCPI team members are authorized to view the videotapes.
B. Each SCPI videotape is maintained for six months from the date of the interview. Tapes are automatically erased six months from the interview date except as provided in C. or D. below. The candidate may request that their tape be erased sooner.
C. The SCPI videotape of candidates who request a second interview are to be erased prior to the date of the second interview.
D. The MSDB Director/Designee is authorized to cause SCPI videotapes of candidates who contest, or otherwise object to their rating, to be kept until such time as the rating is settled.
SCPI Rating Level Standards for Identified MSDB Staff
A. Standards have been established for minimum sign skills at hire date, within one year of employment, and within two years of employment.
B. Implementation of standards
1. Standards are required for MSDB staff identified below.
2. Staff who do not reach the sign communication proficiency level established for their position are required to participate in the MSDB sign language instructional program.
(Refer to ASL Classes on page 4 of this document)
3. The MSDB Director/Designee is authorized to waive “at hire” standards and is authorized to make exceptions to this policy, as appropriate.
Within 1 year Within 2 years
Position At Hire of employment of employment
Facility
Physical Plant Supervisor Survival Survival + Intermediate
All other positions not rated Novice + Survival
Schedule/Expectations of Staff
A. As stated in the Procedures section of this document, identified MSDB staff are expected to participate in the SCPI process. Staff members having no sign skills may sign a statement of the fact in lieu of taking a SCPI. All staff signing such a statement are required to participate in MSDB- supported sign language skill developed classes for beginning signers.
B. MSDB staff with sign language communication skill level standards of Advanced or above are expected to take a SCPI within a two-year time frame until they achieve their standard.
C. MSDB staff achieving their sign language expectations are encouraged to continue to improve their sign communication skills and participate in the SCPI process in order to receive feedback on how to improve and to assist in planning additional sign skill development opportunities, as appropriate.
D. Given MSDB’s commitment to effective quality communication as discussed in this document, MSDB has a commitment to encourage and support all staff to achieve sign communication skill level ratings of Intermediate or above.
Options if MSDB Staff Member does not Achieve Sign Skill Level
A. Employees hired before January 1993 are required to participate in MSDB’s sign instructional program until attaining the identified level. Such attainment is expected within two years. Failure of employees who have not achieved the established SCPI rating and who fail to make a good faith effort to improve their sign skills in order to meet the requirement my be considered as insubordinate and the employee could be subject to disciplinary action(Refer to the ASL Classes section on page 4 of this document.)
B. Employees hired after January 1993 are required to make a good faith effort to achieve the established sign skill level. The MSDB Director/Designee is authorized to extend the time limit for attaining the appropriate skill level standard for up to two additional years. If the employee is found negligent or fails to follow the prescribed inservice plan, the employee’s supervisor may issue formal counseling or take disciplinary action.
Opportunities for Staff to Improve Sign Language Communication Skills
A. MSDB will develop and maintain a comprehensive sign language instructional program utilizing SCPI results, to tailor instruction to best meet each employee’s needs. This program will include: group instruction, individual instruction, and supervised independent study programs utilizing selected videotapes and other educational experiences.
B. An individual instructional program will be developed for each employee who has not attained the two-year standard. This program will be developed by the SCPI Coordinator with input from the employee, the employee’s supervisor, and the appropriate sign language instructional personnel. The plan will be modified as needed, to meet the employee’s changing needs.
MSDB SCPI Review Team
Interview-Rater Trainee Program
A. Developing/selecting training materials-The MSDB SCPI Coordinator in cooperation with other SCPI team members, develops/selects training materials for SCPI interviewer-rater trainees.
B. Factors to consider in selecting SCPI interview-rater trainees
1. SCPI rating of Advanced +or above.
2. Able to model upper range of SCPI rating scale (persons who comfortable communicate in sign language only and who are considered good models of ASL).
3. Able to function in a professional manner as a ACPI team member, including maintaining such confidentiality relative to SCPI results.
4. Support of MSDB’s Total Communication Policy, including commitment to concept of SCPI members operation as a “team”.
5. Positive and supportive attitude toward the SCPI process as part of an integrated sign language communication skills assessment-development program for MSDB staff.
C. Selection process for MSDB SCPI interview-rater trainees
1. The SCPI Coordinator, in consultation with SCPI team members, makes recommendations to the MSDB Director/Designee for SCPI interviewer-rater trainees.
2. The SCPI Coordinator and MSDB Director/Designee discuss recommendations and make decisions relative to those recommended person who should be invited to be SCPI interviewer-rater trainees.
3. The SCPI Coordinator and MSDB Director/Designee invite persons selected to become SCPI interview-rater trainees.
Mentor-Trainee Program
A. Mentors-The SCPI Coordinator assigns each trainee a SCPI team member a s a mentor. A maximum of two trainees should be trained at one time by each mentor.
B. Sharing Training Materials-The mentors provide their trainees(s) copies of training materials prior to and during training, as appropriate.
C. Mentor-trainee information meetings (goals)
1. To discuss general information about the SCPI and MSDB policies and procedures for SCPI use with MSDB staff and use outside MSDB.
2. To discuss interview structure and techniques/strategies using two or more SCPI videotaped interviews as examples.
3. To discuss SCPI rating scale using a selection of SCPI videotaped interviews at each SCPI rating level.
D. ????????
1. Trainees observe three SCPI rating meetings in which their mentor is one of the raters.
2. Trainees fill out rater forms, but these ratings are not part of the official rating process.
3. Following rating meetings, trainees and mentors meet to discuss rating meeting experience.
E. Training for interviewing skills
1. Trainees interview two to three volunteer candidates, including a minimum of one candidate at Intermediate or below and one candidate above intermediate.
2. The mentor and trainee review and discuss the “volunteer” interviews conducted by the trainee.
F. Training for skills in writing SCPI rater’s reports-During training for rating and interviewing, the mentor should work with the trainee in developing skills in writing SCPI rater’s reports, as appropriate.
Selecting MSCB SCPI team members
A. Mentors meet with the SCPI Coordinator to make recommendations for trainers membership on the SCPI team.
B. The mentors and SCPI Coordinator to make recommendation that the trainee either become a SCPI team member or indicate that the candidate is not recommended as a ACPI team member. The SCPI Coordinator and/or MSDB Director/Designee will inform the trainee of the decision.
Training Workshops
A. Guidelines for “group” SCPI training workshops – For group SCPI interviewer-rating training, the MSDB SCPI Coordinator should work with SCPI consultants using guidelines provided in SCPI Training Workshop: Planning, Implementing, and Follow up written by William Newell and Frank Caccamise, co-developers of the SCPI. Note: Generally, seven to ten people are trained in a SCPI training workshop.
B. Factors to consider in selecting SCPI training workshop participants – Refer to Interview-Rater Trainee Program –B, page 11 of this document.
C. Selection process for SCPI training workshop participants – Refer to Interview-Rater Trainee Program-C, page 11 of this document.
2 - I'm not an MSD employee or stduent. I'm a professor with the Department of International Languages in Nevada. As a Deaf person, my heart and hope is with you in your endeavor to place ASL on an equal footing with English and to make it a coherent part of the children's education.
For so long I've seen both teachers and interpreters drag forth the same old excuses for their lack of ASL competency. For too long I have seen them seek to water down serious policy and laws, get exempted under some grandfathering clause, or employ various tactics to neutralize movement for mandated competency in ASL or its use in a formal manner for instruction in Deaf education. Even now in my state a group of people are seeking yet another extension for interpreters to meet state mandated standards for certification and to reduce the level EIPA 5 requirement to 2.5 thus both admitting their incompetence despite years of working as interpreters and having been given five years to reach competency and asking their ineptitude be sanctioned by the state. I see the same behavior with certain factions of ASL teachers and teachers of the Deaf.
My time here is short so there is much I cannot say. There are certain tactics these people employ among those listed above.They include the defense that not all Deaf are ASL literate. That's true but no one asks why. The simple answer is denial of language access to the one language readily available to Deaf kids with minimal effort and requires no specialized equipment. The system is too focused on hearizing the Deaf child so creates a lingually incompetent being. The proof is the sheer number who fail to graduate from college if they attend one, who often end up with low paying jobs, and/or are on the welfare rolls.
The other tactic is the defense that no one method is a one size fits all as Deaf people ar form varied backgrounds. Again, this is true because the system has created the problem due to its focus on hearizing the child instead of providing the child with a viable language upon which to found effective instruction. It's also an excellent excuse for teachers to not beome competent in ASL and for those who probably can't become competent in it. That way they can continue to blame the student and his or her deafnes for the system's perpetual failure to effectively educate the Deaf child.
An established first language is the foundation for any successful educating of children, Deaf or hearing. You don't build a house by starting with the shingles because shingles can't fly. The shingles of oral appraoches and pseudo languages of manually coded English (MCE) have failed for a reason. They don't fly. You begin with a foundation. ASL is that foundation upon which to build all else whether English as a Second Language and all that comes with that or merely awarenes about common things in the world around them.
In your goal to place ASL on an equal footing with English, don't neglect to make ASL a cohesive part of the big picture. ASL should be a bridge tool to bring those kids literacy in both languages, not an end in itself. Thus it must be part of a coherent plan that has clearly outlined steps in this direction with monitoring and tracking of results. You must also not be suckered into Deaf teacher only ASL classes and hearing teachers only for English, this only encourages groups to accuse and blame each other for shortcomings and usually there is no true cohsion in efforts. It also usually ends up with the hearing teachers being able to duck ASL competence and evaluations for the same, so you end up right back where you started. This is a team effort and teamwork begins by the smple reality that anyone teaching the Deaf should be ASL competent. So all teachers should be required to demonstrate this competence by passing a standradized test, hopefully sanctioned by the state to avoid legal issues from those who repeatedly fail it and look for someone to blame other than themselves.
Finally, if schools for the Deaf effectively educated Deaf kids, they wold not be facing closure and Deaf kids shunted off to mainstream programs. The state's view in these fiscal austre times is to look closely at what their dollars have resulted in and cut programs that are dollar wasting. The long term repercussions of this, I have no time to expound but I think it's obvious. b eeffcetive or be eliminated is what's happening here. Be effective.
I'm out of time. The best to you and what you seek to do.Do it right and do it well. Godspeed. (Comment this)
TOTAL COMMUNICATION POLICY AND PROCEDURES
FOR
IDENTIFIED STAFF AT THE
MICHIGAN SCHOOL FOR THE DEAF AND BLIND
August 2, 2004
TABLE OF CONTENTS
PHILOSOPHY ON TOTAL COMMUNICATION…………………………………… 3
POLICY ON TOTAL COMMUNICATION…………………………………………... 3
PROCEDURES TO ENSURE TOTAL COMMUNICATION
Expected involvement at MSDB Staff in the Sign Communication Proficiency Interview (SCPI) Process…………………………………………………………………………………………… 3
ASL Classes……………………………………………………………………………………… 4
PROCEDURES FOR THE IMPLEMENTATION OF THE SCPI
SCPI Overview…………………………………………………………………………………... 4
Rating Scale……………………………………………………………………………................ 4
Process Time Line……………………………………………………………………………….. 5
Sharing General Information about the SCPI and the Confidentiality of Results…………… 6
Materials and Procedures………………………………………………………………………... 6
Reporting SCPI Results to Candidates…………………………………………………………... 7
Discussion of SCPI Results………………………………………………………………………. 7
Procedures if a Candidate does not Accept Rating Level……………………………………… 7
Disposition of SCPI Videotapes………………………………………………………………….. 8
SCPI Rating Level Standards for MSDB Staff…………………………………………………… 9
Schedule/Expectations of Staff……………………………………………………………………10
Options if Staff Member does not Achieve Sign Skill Level……………………………………..10
Opportunities for Staff to Improve Sign Language Communication Skills………………………10
MSDB SCPI Review Team Interview-Rater Training Program……..........................................11
Mentor-Trainee Program………………………………………………………………………….11
Selecting MSDB SCPI Team Members…………………………………………………………..12
Training Workshops………………………………………………………………………………12
TOTAL COMMUNICATION POLICY AND PROCEDURES
FOR THE MICHIGAN SCHOOLS FOR THE DEAF AND BLIND
Philosophy on Total Communication
It is the philosophy of the Michigan Schools for the Deaf and Blind (MSDB) that all individuals have the right to equal access communication. This means that identified employees use sign language on campus, to the best of their ability, and utilize the communication means necessary for all staff and students to be fully participatory in any and all events that happen on campus.
Policy on Total Communication
The Michigan School for the Deaf and Blind operates a campus-wide total communication educational and communication philosophy. In order to assist staff to attain the necessary sign communicate skills, a program of evaluation and instruction has been developed.
Total communication is defined as the right of every child who is deaf to learn to use all forms of communication available to develop language competency. This includes the full spectrum of communication/language modes including child-devised gestures, speech, formal sign language fingerspelling, speech reading, reading, and writing. Every child who is deaf shall also be provided with the opportunity to learn to use any residual hearing he/she may have for the enhancement of speech, auditory, and speech reading skills by employing the most appropriate hearing aid equipment as prescribed by an educational audiologist.
Total communication emphasizes proper and maximum usage of the following components: gestures, speech, sign language, fingerspelling, speech reading, writing, and amplification according to the needs and/or abilities of the individual child involved. The goal is maximum development of English and all modes of communication realistically within each child’s potential.
American Sign Language (ASL) is recognized as the predominant language being used by the vast majority of children and adults who are deaf in Michigan and the United States. ASL shall be used as one of the educational tools to foster conceptual development and to teach Signed English (written and signs) and other subjects. It may also be used outside of the classroom.
Signed English is the sign system that is utilized in a total communication environment in the educational setting for the purpose of developing English language competency among the students. Signed English is defined as manual communication (using ASL signs to the maximum degree possible) presented in appropriate English word order, making English features visible to children who are deaf.
Procedures to Ensure Total Communication
Expected Involvement of Identified MSDB Staff in the Sign Communication Proficiency Interview (SCPI) Process
• All Identified staff shall participate in the SCPI process.
• The procedures to be used will be communicated to all staff via this document.
• Participation in the SCPI shall be considered a work assignment.
• The SCPI shall be scheduled during work time or attached to a shift (overtime eligible)
ASL Classes
• Classes will be offered to staff who receive SCPI ratings below the level established for their position.
• Classes will be offered on work time and participation shall be considered a work assignment.
• Failure to fully participate (attend classes and show a good faith effort to learn the material and complete assignments) in assigned sign language courses may be considered as insubordination and may result in disciplinary action.
• It is the employee’s responsibility to reschedule missed classes.
• Staff performance in sign communication classes shall be subject to the same supervisory review process as other work activity.
• Staff who have completed an assigned program of instruction in sign communication shall be required to participate in the SCPI process again to determine whether they have attained the proficiency level established for their position.
• Staff who attain the appropriate SCPI level may also participate in sign language classes to further improve their skills, subject to the approval of their supervisor and the availability of space in the class.
Procedures for the Implementation of the SCPI
SCPI Overview
The purpose of the SCPI is to determine how well an individual can sue sign language for communication on a variety of social and work topics. This SCPI involves a one to one conservation between the interviewer and the candidate. Generally, interviews are conducted in sign language communication only. This principle is allowed because research and experience have shown that people generally demonstrate their highest sign language communication skills when using sign language alone. This SCPI is a criterion referenced test (based on predetermined standards) rather then a norm referenced (comparison between individuals) test.
SCPI Rating Scale
0 No functional skills in signing.
Novice Basically limited to single sign utterances with vocabulary primarily related to everyday social, question/topic areas such as names of family members, basic objects, colors, numbers, names of weekdays, and time.
Novice+ Exhibits some survival level skills, but not all and not consistently.
Survival Able to satisfy basic survival needs in social and/or work situations. Can ask and answer basic questions and have some skills in creating sign utterances based on learned/memorized sign vocabulary. Can get into, through, and out of simple survival situations.
Survival+ Exhibits some intermediate level skills, but not all and not consistently.
Intermediate Able to satisfy with some confidence routine social demands and work requirements. Demonstrates use of some sign grammatical features in connected discourse, but not controlled. Able to narrate and describe topics related to family background, interests/hobbies, and work. Fair to good control of everyday sign vocabulary (may have several misproductions) with fluency generally characterized by moderate signing pace and some inappropriate pauses/hesitations.
Intermediate+ Exhibits some advanced level skills, but not all and not consistently.
Advanced Able to sign with sufficient grammatical accuracy and vocabulary to
participate effectively in most formal and informal conservations on social
and work topics. Conservation is generally fluent and shared. Broad
knowledge and clear, accurate production of sign vocabulary and
fingerspelling; occasional misproductions do not detract from
conservation flow. Grammar and comprehension are good.
Spontaneously elaborates on familiar topics, when appropriate, and able to
Respond appropriately to unfamiliar topics.
Advanced+ Exhibits some superior skills, but not all and not consistently.
Superior Able to use vocabulary and grammar with near native-like fluency and
accuracy for social and work needs. Comprehension, vocabulary, and
grammar are excellent.
Superior+ Able to use signing fluently and accurately to discuss topics in depth, in
formal and informal social and work situations. All aspects of signing are
native-like, including breadth of vocabulary, grammar, colloquialisms,
accent/production, and cultural references.
SCPI Process Time Line
Time (working days) Activity Person Responsible
Schedule interview SCPI Coordinator
Contact interview
Schedule rater meeting
Attend rater meeting
5 Complete interview; send results to SCPI Coordinator Designated SCPI team member
10 Copy of results to candidate or candidate’s supervisor SCPI Coordinator
(see page 7 of this document, Reporting SCPI Results)
15 Discuss results with candidate Candidate’s Supervisor (if
(If candidate is an MSDB employee, the results are candidate is MSDB employee)
placed in their MSDB and MDE personnel files)
20 Candidate notifies SCPI Coordinator if he/she wishes Candidate
to review the interview tape
30 Interview review appointment set SCPI Team Member
35 Candidate notifies SCPI Coordinator if he/she wants a Candidate
second interview and/or rating
45 Dates of second interview and/or rater meeting SCPI Coordinator
55 Results reviewed with candidate SCPI Coordinator
60 Candidate notifies SCPI Coordinator if he/she wants Candidate
second interview rated by National Technical Institute
for the Deaf Consultants
75 Final results reviewed with candidate SCPI Coordinator
Sharing General Information about the SCPI and the Confidentiality of Results
A. General information relative to the SCPI, including program policies relative to use of the SCPI:
1. Has been shared with current employees
2. Is shared with potential employees prior to or during the interview process
3. Shall be given to the newly-hired employees
B. Results of the SCPI shall be shared with or be available to:
1. Candidate
2. Candidate’s immediate supervisor
3. MSDB Director and/or designee
4. SCPI Coordinator
5. Personnel file
C. A “release of information form” must be signed by the candidates to release SCPI results to any persons except those specified in above.
Materials and Procedures
A. All interviews will be videotaped
B. Notice of interview_ The candidate will receive a memo informing them of their interview date and will be provided with additional information/material about the SCPI
C. Interview evaluation and follow up meetings
1. The SCPI team is comprised of an interviewer and three raters (interviewer may or may not be one of the raters).
2. Interview results are given to the candidate’s supervisor who then meets with the candidate.
3. Within two weeks of receiving the results, the candidate may schedule a follow-up meeting with SCPI team members to discuss interview rating results.
4. Interview and follow-up meeting are scheduled at mutually agreed upon times by the MSDB SCPI Coordinator and the candidate.
D. Rating videotaped interviews
1. Three raters (SCPI Rating Team) view interview videotapes as a group.
2. All three members of the Team record an independent rating.
3. The Team then discuss their rating.
4. If agreement is reached on a rating, the results are recorded.
E. Process when raters cannot reach agreement on a rating level
1. Raters determine if the interview was conducted appropriately; if not, another interview will be scheduled; if yes, go to 2 below.
2. A second SCPI rating team review is scheduled.
3. If agreement by a minimum of four raters cannot be reached, another interview for the candidate will be scheduled.
F. Raters agreement criteria
1. For each position or group of positions, two levels of rater agreement are specified.
a. All three raters must agree on the candidate’s rating if he/she was evaluated at or one-half level below the SCPI rating level expected for the candidate’s position/title.
b. Two of three raters above must agree on the candidate’s rating if he/she was evaluated above or one full level or more below the SCPI rating level expected for the candidate’s position/title.
2. If agreement as specified in 1 (a) and (b) is not reached, ratings by a second SCPI rating team are obtained; a minimum of four exact ratings is then necessary for agreement. If agreement is not reached, another interview is scheduled for the candidate.
Reporting SCPI Results to Candidates
A. The SCPI Coordinator is responsible for ensuring the SCPI results are given to the candidate.
B. If the candidate is an MSDB employee, the results are given to the employee’s supervisor who provide a copy to the employee and places an additional copy in the employee’s personnel files.
C. If the candidate is not an MSDB employee (receiving a SCPI rating through MSDB outreach services), the results are mailed to the candidate.
Discussion of SCPI Results
A. Results shall be communicated to the candidate.
B. The candidate’s strengths will be emphasized, with brief discussion of skills needing improvement.
C. If requested by the candidate, further discussion of the candidate’s sign language communication strengths and weaknesses are provided at a subsequent meeting with a SCPI team member. The SCPI videotape may be shown at this meeting.
Procedures if a Candidate does not Accept Rating Level
A. If a candidate does not accept the rating level, the candidate must notify the SCPI Coordinator within 20 working days following the day of receiving the SCPI results.
B. The candidate and SCPI Coordinator will meet within 15 days of above notice to review the results and videotape, if appropriate.
C. If the candidate still objects to the rating, a second interview and/or rating will be scheduled. The interview and raters should not have conducted the first interview/rating.
D. If the candidate is dissatisfied with the second interviewing/rating, the candidate may ask the SCPI Coordinator to send the most recent SCPI tape to SCPI Consultants for review and rating.
E. The SCPI Consultants’ rating determined after the second interview shall stand.
Disposition of SCPI Videotapes
A. All SCPI videotapes are considered confidential and will be locked. Only the SCPI Coordinator and MSDB Director/Designee will have access to the videotapes. Only the candidate and designated SCPI team members are authorized to view the videotapes.
B. Each SCPI videotape is maintained for six months from the date of the interview. Tapes are automatically erased six months from the interview date except as provided in C. or D. below. The candidate may request that their tape be erased sooner.
C. The SCPI videotape of candidates who request a second interview are to be erased prior to the date of the second interview.
D. The MSDB Director/Designee is authorized to cause SCPI videotapes of candidates who contest, or otherwise object to their rating, to be kept until such time as the rating is settled.
SCPI Rating Level Standards for Identified MSDB Staff
A. Standards have been established for minimum sign skills at hire date, within one year of employment, and within two years of employment.
B. Implementation of standards
1. Standards are required for MSDB staff identified below.
2. Staff who do not reach the sign communication proficiency level established for their position are required to participate in the MSDB sign language instructional program.
(Refer to ASL Classes on page 4 of this document)
3. The MSDB Director/Designee is authorized to waive “at hire” standards and is authorized to make exceptions to this policy, as appropriate.
Within 1 year Within 2 years
Position At Hire of employment of employment
MSD/Dorm/Health Center
MSD Principal Intermediate + Intermediate + Advanced
MSD Assistant Principal Intermediate + Intermediate + Advanced
Special Education Teachers Intermediate + Intermediate + Advanced
(also Social worker, School Psychologist, School Counselor)
Substitute Teacher Intermediate + Intermediate + Intermediate +
Speech & Language Pathologist Intermediate + Intermediate + Advanced
Audiologist Intermediate + Intermediate + Advanced
Youth Residential Director Intermediate + Intermediate + Advanced
RCA Supervisor Intermediate + Intermediate + Advanced
RCA 6 Survival Survival + Intermediate
RCA 7 Intermediate + Intermediate + Advanced
RCA E8 Intermediate + Intermediate + Advanced
Sign Language Instructor Advanced + Advanced + Superior
Coaches Intermediate Intermediate Intermediate
Registered Nurse (Full-time) Survival + Intermediate Intermediate +
Registered Nurse (Part-time) not rated Novice + Survival +
Youth Specialist Supervisor Intermediate + Intermediate + Advanced
Youth Specialist Intermediate + Intermediate + Advanced
School Administrative Support
MSD Secretaries Survival Survival + Intermediate
Accounting Manager Survival Survival + Intermediate
Procurement Technician Survival Survival + Intermediate
Accounting Clerk Survival Survival + Intermediate
General Office Assistant Novice + Survival Survival +
Storekeeper not rated Novice + Survival
Facility
Physical Plant Supervisor Survival Survival + Intermediate
All other positions not rated Novice + Survival
Schedule/Expectations of Staff
A. As stated in the Procedures section of this document, identified MSDB staff are expected to participate in the SCPI process. Staff members having no sign skills may sign a statement of the fact in lieu of taking a SCPI. All staff signing such a statement are required to participate in MSDB- supported sign language skill developed classes for beginning signers.
B. MSDB staff with sign language communication skill level standards of Advanced or above are expected to take a SCPI within a two-year time frame until they achieve their standard.
C. MSDB staff achieving their sign language expectations are encouraged to continue to improve their sign communication skills and participate in the SCPI process in order to receive feedback on how to improve and to assist in planning additional sign skill development opportunities, as appropriate.
D. Given MSDB’s commitment to effective quality communication as discussed in this document, MSDB has a commitment to encourage and support all staff to achieve sign communication skill level ratings of Intermediate or above.
Options if MSDB Staff Member does not Achieve Sign Skill Level
A. Employees hired before January 1993 are required to participate in MSDB’s sign instructional program until attaining the identified level. Such attainment is expected within two years. Failure of employees who have not achieved the established SCPI rating and who fail to make a good faith effort to improve their sign skills in order to meet the requirement my be considered as insubordinate and the employee could be subject to disciplinary action(Refer to the ASL Classes section on page 4 of this document.)
B. Employees hired after January 1993 are required to make a good faith effort to achieve the established sign skill level. The MSDB Director/Designee is authorized to extend the time limit for attaining the appropriate skill level standard for up to two additional years. If the employee is found negligent or fails to follow the prescribed inservice plan, the employee’s supervisor may issue formal counseling or take disciplinary action.
Opportunities for Staff to Improve Sign Language Communication Skills
A. MSDB will develop and maintain a comprehensive sign language instructional program utilizing SCPI results, to tailor instruction to best meet each employee’s needs. This program will include: group instruction, individual instruction, and supervised independent study programs utilizing selected videotapes and other educational experiences.
B. An individual instructional program will be developed for each employee who has not attained the two-year standard. This program will be developed by the SCPI Coordinator with input from the employee, the employee’s supervisor, and the appropriate sign language instructional personnel. The plan will be modified as needed, to meet the employee’s changing needs.
MSDB SCPI Review Team
Interview-Rater Trainee Program
A. Developing/selecting training materials-The MSDB SCPI Coordinator in cooperation with other SCPI team members, develops/selects training materials for SCPI interviewer-rater trainees.
B. Factors to consider in selecting SCPI interview-rater trainees
1. SCPI rating of Advanced +or above.
2. Able to model upper range of SCPI rating scale (persons who comfortable communicate in sign language only and who are considered good models of ASL).
3. Able to function in a professional manner as a ACPI team member, including maintaining such confidentiality relative to SCPI results.
4. Support of MSDB’s Total Communication Policy, including commitment to concept of SCPI members operation as a “team”.
5. Positive and supportive attitude toward the SCPI process as part of an integrated sign language communication skills assessment-development program for MSDB staff.
C. Selection process for MSDB SCPI interview-rater trainees
1. The SCPI Coordinator, in consultation with SCPI team members, makes recommendations to the MSDB Director/Designee for SCPI interviewer-rater trainees.
2. The SCPI Coordinator and MSDB Director/Designee discuss recommendations and make decisions relative to those recommended person who should be invited to be SCPI interviewer-rater trainees.
3. The SCPI Coordinator and MSDB Director/Designee invite persons selected to become SCPI interview-rater trainees.
Mentor-Trainee Program
A. Mentors-The SCPI Coordinator assigns each trainee a SCPI team member a s a mentor. A maximum of two trainees should be trained at one time by each mentor.
B. Sharing Training Materials-The mentors provide their trainees(s) copies of training materials prior to and during training, as appropriate.
C. Mentor-trainee information meetings (goals)
1. To discuss general information about the SCPI and MSDB policies and procedures for SCPI use with MSDB staff and use outside MSDB.
2. To discuss interview structure and techniques/strategies using two or more SCPI videotaped interviews as examples.
3. To discuss SCPI rating scale using a selection of SCPI videotaped interviews at each SCPI rating level.
D. ????????
1. Trainees observe three SCPI rating meetings in which their mentor is one of the raters.
2. Trainees fill out rater forms, but these ratings are not part of the official rating process.
3. Following rating meetings, trainees and mentors meet to discuss rating meeting experience.
E. Training for interviewing skills
1. Trainees interview two to three volunteer candidates, including a minimum of one candidate at Intermediate or below and one candidate above intermediate.
2. The mentor and trainee review and discuss the “volunteer” interviews conducted by the trainee.
F. Training for skills in writing SCPI rater’s reports-During training for rating and interviewing, the mentor should work with the trainee in developing skills in writing SCPI rater’s reports, as appropriate.
Selecting MSCB SCPI team members
A. Mentors meet with the SCPI Coordinator to make recommendations for trainers membership on the SCPI team.
B. The mentors and SCPI Coordinator to make recommendation that the trainee either become a SCPI team member or indicate that the candidate is not recommended as a ACPI team member. The SCPI Coordinator and/or MSDB Director/Designee will inform the trainee of the decision.
Training Workshops
A. Guidelines for “group” SCPI training workshops – For group SCPI interviewer-rating training, the MSDB SCPI Coordinator should work with SCPI consultants using guidelines provided in SCPI Training Workshop: Planning, Implementing, and Follow up written by William Newell and Frank Caccamise, co-developers of the SCPI. Note: Generally, seven to ten people are trained in a SCPI training workshop.
B. Factors to consider in selecting SCPI training workshop participants – Refer to Interview-Rater Trainee Program –B, page 11 of this document.
C. Selection process for SCPI training workshop participants – Refer to Interview-Rater Trainee Program-C, page 11 of this document.
(Comment this)
For so long I've seen both teachers and interpreters drag forth the same old excuses for their lack of ASL competency. For too long I have seen them seek to water down serious policy and laws, get exempted under some grandfathering clause, or employ various tactics to neutralize movement for mandated competency in ASL or its use in a formal manner for instruction in Deaf education. Even now in my state a group of people are seeking yet another extension for interpreters to meet state mandated standards for certification and to reduce the level EIPA 5 requirement to 2.5 thus both admitting their incompetence despite years of working as interpreters and having been given five years to reach competency and asking their ineptitude be sanctioned by the state. I see the same behavior with certain factions of ASL teachers and teachers of the Deaf.
My time here is short so there is much I cannot say. There are certain tactics these people employ among those listed above.They include the defense that not all Deaf are ASL literate. That's true but no one asks why. The simple answer is denial of language access to the one language readily available to Deaf kids with minimal effort and requires no specialized equipment. The system is too focused on hearizing the Deaf child so creates a lingually incompetent being. The proof is the sheer number who fail to graduate from college if they attend one, who often end up with low paying jobs, and/or are on the welfare rolls.
The other tactic is the defense that no one method is a one size fits all as Deaf people ar form varied backgrounds. Again, this is true because the system has created the problem due to its focus on hearizing the child instead of providing the child with a viable language upon which to found effective instruction. It's also an excellent excuse for teachers to not beome competent in ASL and for those who probably can't become competent in it. That way they can continue to blame the student and his or her deafnes for the system's perpetual failure to effectively educate the Deaf child.
An established first language is the foundation for any successful educating of children, Deaf or hearing. You don't build a house by starting with the shingles because shingles can't fly. The shingles of oral appraoches and pseudo languages of manually coded English (MCE) have failed for a reason. They don't fly. You begin with a foundation. ASL is that foundation upon which to build all else whether English as a Second Language and all that comes with that or merely awarenes about common things in the world around them.
In your goal to place ASL on an equal footing with English, don't neglect to make ASL a cohesive part of the big picture. ASL should be a bridge tool to bring those kids literacy in both languages, not an end in itself. Thus it must be part of a coherent plan that has clearly outlined steps in this direction with monitoring and tracking of results. You must also not be suckered into Deaf teacher only ASL classes and hearing teachers only for English, this only encourages groups to accuse and blame each other for shortcomings and usually there is no true cohsion in efforts. It also usually ends up with the hearing teachers being able to duck ASL competence and evaluations for the same, so you end up right back where you started. This is a team effort and teamwork begins by the smple reality that anyone teaching the Deaf should be ASL competent. So all teachers should be required to demonstrate this competence by passing a standradized test, hopefully sanctioned by the state to avoid legal issues from those who repeatedly fail it and look for someone to blame other than themselves.
Finally, if schools for the Deaf effectively educated Deaf kids, they wold not be facing closure and Deaf kids shunted off to mainstream programs. The state's view in these fiscal austre times is to look closely at what their dollars have resulted in and cut programs that are dollar wasting. The long term repercussions of this, I have no time to expound but I think it's obvious. b eeffcetive or be eliminated is what's happening here. Be effective.
I'm out of time. The best to you and what you seek to do.Do it right and do it well. Godspeed. (Comment this)