ASL Language Facilitator Instructional Assistant

Administrator:
Fatima Rich

Principal at Sand Creek Elementary School

An individual who facilitates communication among deaf and hearing persons in an educational environment through the use of techniques developed for communication between deaf, hard of hearing, and hearing persons. The interpreter is a member of the educational team, serving staff as well as students, hearing a well as deaf people, by minimizing linguistic, cultural and physical barriers.

Federal legislation known as “No Child Left Behind” was signed into law by President Bush in January 2002. It requires that beginning January 8, 2002, paraprofessionals be required to have one of the following:

• An associate of arts degree
• Two years of college (60 credit hours)
• Pass the Para Pro exam (state assessment test for knowledge of an ability to assist in the instruction of reading, writing and math)
• Reports to:
  
  Principal, Teacher for the Deaf and Hard of Hearing

• Ability to communicate effectively with student(s) and staff utilizing American Sign Language, spoken, and written language.
• Prepare for coursework through means such as consultation with instructors, reading the assignments, obtain student or teacher notes, and previewing educational videotapes.
• Informally assess student language skills and share pertinent findings with teachers.
• Work with the classroom teacher to determine the best physical placement of interpreter and student.
• Explain the interpreter role to the educational staff, provide in-service regarding student’s communication needs when appropriate
• Assume other in-school interpreting responsibilities such as parent conferences, testing, disciplinary situations, counseling, field trips, etc., as requested by the direct supervisor or building administrator.
• Work closely with the Teacher of Deaf/Hard of Hearing to report on a consistent basis about student’s progress or any related problems/concerns.
• Maintain contact with the Teacher of Deaf/Hard of Hearing and classroom teacher who, in turn, will maintain contact with the family members.
• The interpreter will refer all questions from parents(family) about classwork or services/supports to Teacher of Deaf/Hard of Hearing or classroom teacher.
• Work with local school staff and Teacher of Deaf/Hard of Hearing to schedule interpreting time and break times.
• Use break time/prep time to perform duties relating to the interpreting job to perform duties as assigned by the Teacher of Deaf/Hard of Hearing.
• Perform non-interpreting tasks such as tutoring the deaf or hard of hearing student or tutoring other students as requested by school staff when interpreting is not required as long as the interpreter stays in the same room as the deaf student assigned.
• Perform out of classroom duties (lunch duty, recess duty, etc.) only when interpreting services are not required by IEP.
• Facilitate communication for all consumers rather than assisting or completing the work for the deaf or hard of hearing student.
• Speak for(voice) the student when required, as well as interpret a spoken message to the student.

• Nurture a positive relationship with super-ordinates, subordinates and peers.
• Demonstrate respect for super-ordinates, subordinates and peers.
• Support corporation decisions and direction relative to matters of policy and administrative directives. Work as a team player.
• Demonstrate ability to deal with sensitive issues in a tactful and professional manner.
• Address concerns and offer suggestions in an appropriate and confidential manner.
• Demonstrate punctuality/promptness (e.g. arrive on time, do not leave early, perform duties in a timely manner, etc.)
• Dress in a professional manner in accordance with position.

• Assist students with self-care skills (toileting, food prep, feeding, personal hygiene, etc.)
• Lift and transfer students.
• Use Crisis Prevention & Intervention training in accordance with Mandt Training procedures.
• Other duties as assigned by principal or designee.