Molly Sample, Supervisor, msample@shermanisd.net
Staff:
Renae Hayes, Deaf Ed. Teacher, rhayes@shermanisd.net
Donna Francis, Deaf Ed. Teacher, dfrancis@shermanisd.net
Brenda Fuller, Interpreter, bfuller@shermanisd.net
Brenda Tonelli, Interpreter, btonelli@shermanisd.net
Kirsten Watt, Interpreter, kwatt@shermanisd.net
Sindy Stephens, Interpreter Aide, sstephens@shermanisd.net
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Roles and Responsibilities
The Regional Day School serves children who have an auditory impairment in
Grayson and Fannin Counties. Identified children can begin to receive services from
birth to 21 years of age. Instructional settings include Early Childhood
Intervention (ECI) and SKI*HI (ages birth - 3) at the home, the Preschool Program for
Children with Disabilities (PPCD) ages 3-5, and the public school programs for Pre-K -
12th grade. Services and supports will be provided according to the need of the
individual student. The primary goal is to develop communication skills which include
sign, and when appropriate speech. |
Interpreter Responsibilities
1. Wear clothing that is not distracting. Sit or stand where student can see you easily
without interference or sun glare.
2. Repeat instruction only when needed. Refer student’s questions to the teacher.
3. Be familiar with class content. Request textbook, handouts and videos ahead of
time, when possible.
4. Interpret instruction as presented. Avoid getting off the subject.
Encourage student to participate in discussions and conversations with peers.
5. Encourage student to assume responsibility for assignments, without depending on you
for this information.
6. Provide assistance and guidance. Do not do the work for the student.
7. Sign questions and answers asked by teacher, students, and visitors.
8. Voice questions, answers, and comments made by the student.
9. Stay for entire class. A fire drill or other emergency may occur requiring interpreter
assistance.
Teacher Responsibilities
1. Assist student and interpreter in locating appropriate seating. Placement is
critical for the student.
2. Speak directly to student, not the interpreter, when communicating with the student.
Use printed data, or the blackboard for information the student is expected to know.
3. Give the interpreter handouts, textbooks, & videos prior to their use in the
classroom. Do not expect interpreter to tutor, or instruct the student.
4. Encourage student participation. Make sure student is responsible for content material.
Assign a hearing student to be a note taker.
5. Write required projects, assignment, tests and other items on the board, so the student
can have a visual reminder.
6. Work turned in should be student’s own work. Conference with the student if you
feel otherwise.
7. Remind student he/she needs toparticipate with the class.
8. Apply appropriate consequences ifstudent makes an inappropriate comment, voiced by
interpreter. Do not expect the interpreter to discipline the student.
9. Interpreter stays in the classroomregardless of lesson activity.
Deaf Education Responsibilities
1. Assist teacher with room seatingarrangement to optimize placement for deaf/hard of
hearing student.
2. Give in-service classes on deafness and instructional techniques that could be used.
Provide assistive devices and FM auditory equipment.
3. Assist teacher with problems if any occur. Maintain contact, reinforce student
responsibilities, assist interpreter, and arrange assistance if student wants/needs extra
help.
4. Provide note taking paper, andexplain process to student and student note taker as
necessary. Maintain contact with regular classroom teacher.
5. Identify ways the teacher can postinformation on student’s responsibilities,
tests, assignments, and projects as necessary.
6. Monitor the degree of help the student is requesting. Work with teachers to solve any
problems.
7. Monitor with visits and conferences.
8. Reinforce and follow up the classroomexpectations the student will follow in the
classroom. Follow-up if necessary
9. Assist during regular visit as needed.
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