Communication Philosophy
To help each student achieve his/her fullest potential in interactive communication while developing both English and American Sign Language competency. Students are encouraged to communicate freely and participate in a rich communicative environment.
Curriculum content is accessible to students through auditory, visual and written media, including American Sign Language (ASL), auditory training and amplification, conceptually accurate signed English, spoken and written English, gestures, pantomime, reading and writing.
Teacher communication skills and competency |
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ASSDHH communication skills standards |
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All ASSDHH staff members must demonstrate appropriate abilities to exchange work, academic, and social information using American Sign Language, and written or spoken Standard English.
Each new applicant's ability to utilize ASL to exchange information will be rated using the SCPI. No person will be hired who does not meet the Skill Standard minimum requirements. At the time of hire, all applicants will produce a written sample of their English skills.
All ASSDHH staff is required to sign when Deaf children, or Deaf staff is present. In meetings and training, both hearing and deaf staff may utilize the skills of an interpreter. In private communication exchanges, the participants will determine the language of choice.
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On March 25, 1991, Alaska's Statewide Advisory Board of Education of Deaf and Hard of Hearing Students adopted standards for sign language communication skills.
Instructional staff members of the ASSDHH are expected to achieve specified levels of sign skill during each of the first three years of her/his employment, with expected sign communication skill standard achieved by the end of the third employment year.
Staff not achieving designated competency levels are expected to participate in sign language skill development opportunities identified by ASSDHH until he/she achieves sign skill levels specified for designated time frames.
Educational interpreters need to take the Educational Interpreter Performance Assessment (EIPA), an assessment tool used to determine the skill level of educational interpreters and mentors working with ASSDHH. The EIPA is administered upon hire and then again annually until the interpreter earns a 4.0 or greater on this rating instrument. |
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Interpreters
What is an Interpreter?
Sign Language/spoken English interpreters are highly skilled professionals that facilitate communication between hearing individuals and the Deaf or hard-of-hearing. An interpreter must uphold the professional code of conduct (PDF). Learn more about interpreters on the RID (Registry of Interpreters for the Deaf) website
What is an Educational Interpreter?
An educational interpreter must effectively communicate classroom information between hearing staff, deaf students, deaf staff and other hearing students according to the language level of the student and the goals of the Individualized Education Plan (IEP). Learn more about educational interpreters on the Classroom Interpreting website
Professional Guidelines for Educational Interpreters:
IDEA defines the educational interpreter as a "related service provider", a legally defined member of the educational team. That legal definition provides the framework for describing professional practices in the K-12 setting. Read the Guidelines of Professional Conduct for Educational Interpreters
Educational Interpreter Performance Assessment (EIPA)
The EIPA is a tool that evaluates the skills of interpreters who work in the elementary through secondary classroom using stimulus materials and a procedure that includes a comprehensive rating system. EIPA products and services are provided through the EIPA Diagnostic Center at Boys Town National Research Hospital. For more information about the EIPA visit the Classroom Interpreting website
Interpreter Certification
The process of becoming a high-level quality interpreter starts with attaining credentials through certifications offered by the Registry of Interpreters for the Deaf (RID) and maintaining qualifications and membership through continued skill development.
- National Level
- EIPA 4.0 – EDK12: Educational Interpreters who have passed both of the EIPA written and performance tests at the level of 4.0 or higher will be considered certified members of the Registry of Interpreters for the Deaf (RID).
- National Interpreter Certification (NIC)
Alaska's Standard
Alaska State Special Education Handbook – Part VIII – Personnel, Section 6 (PDF): Personnel "…in order to be hired and retained, Educational Interpreters in Alaska must present a score of 4.0 or better on the Educational Interpreter Performance Assessment and a passing score on the Educational Interpreters Knowledge Assessment: Written Test. School districts may hire interpreters who score below 4.0, with the condition that they raise their score to 4.0 within two years. School districts who are unable to locate and hire an interpreter who scores 4.0 may hire an interpreter with a lesser score but must also file a training plan that will help the interpreter raise the score to a 3.0 within two ears and a 4.0 within two more years."
The Alaska State School for Deaf and Hard of Hearing (ASSDHH) can assist districts in securing information needed to pursue EIPA ratings.
Contact ASSDHH for more information or assistance:
Tracy Pifer, Coordinator of Support Services
P.O. Box 196614; Anchorage, Alaska 99519-6614
907-742-4243 (V/TTY); 907-742-4299 (Fax)
Staff training
Educational Interpreters Academy
Each year, ASSDHH hosts a national presenter in Alaska to teach courses to increase the skills and knowledge of all interpreters and staff statewide working with deaf and hard of hearing students. The academy lasts for one week in August prior to the start of the new school year.
Alaska Registry of Interpreters for the Deaf (AKRID)
 This is a membership organization that provides workshop opportunities for members and other interested professionals in the fields of deaf education, special education, educational interpreting and community interpreting. Every two years, ASSDHH helps to sponsor staff participation in the local AKRID conference.
Training for ASSDHH Staff
There are several days per year, allotted school-wide, for staff to take part in professional development training. For teachers, the Alaska Statewide Special Education Conference is held in February offers opportunity to take workshops of topical interest. Teacher assistants (TA) can take part in the annual TOTEM conference held every March during the Spring Break. My Learning Plan (MLP) affords year round opportunity to take classes, as well as to obtain college credit hours toward re-certification or movement on the salary scale (AEA).
Mandatory Training
All ASD employees are required to take part in mandatory training at the beginning of the school year. These are provided at the building sites. If the ASSDHH back-to-school all staff in-service is held during the same day a building site has its training, the ASSDHH in-service will include the needed training. Remember, crisis training is not provided by ASSDHH and will need to be taken at the building site since each school provides unique training pertinent to their school.
American Speech-Language-Hearing Association
The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for 135,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientists
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