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teachers (who have 1st-4th graders in communication access. In addition Teaming up for Success
a mainstream class), the USS Case to preparing bi-monthly observation
Manager, the educational interpreter, reports (shared electronically with Marschark, Convertino, and LaRock
the USS program administrator, and colleagues and administrator), they (2006) write: “As long as philosophies,
in bi-weekly teacher professional provide mainstreamed deaf students, opinions, and political expediencies
learning meetings (PLC’s). under the direction of the consultant guide the education of deaf learners,
there is little chance of significant
To ensure that the consultant teachers teacher, with reviews of content-spe- improvement. Collaboration among
have flexibility in fulfilling their respon- cific signs/vocabulary/concepts during all those involved in the education of
sibilities, they coordinate and create study skills classes, confer with the deaf students is the only way to im-
their own weekly schedule and meet consultant teacher of the deaf through prove the educational success of deaf
with the school administrator regarding a system of communication folders, students” (p.194).
a flexible weekly schedule for some and use their own designed “Edu-
teacher assistants. (See Figure 1 for a cational Interpreter Feedback Form” It takes consensus building to become
sample consultant teacher schedule). that is read at student IEP meetings change agents and outreach facilitators
in support of an overall program design.
providing specific information on how
In addition, educational interpreters a student has utilized the interpreter In the Total Communication Programs
have a significant role. They attend services in a mainstream classes as for the Deaf, Bergen County Special
each mainstream class as assigned by well as communication needs of indi- Services School District, professional
the administrator providing student vidual students. are not just “thinking outside the box”,
they have successfully “moved the box.”

References

Marschark, M., Convertino, C. & LaRock, D. (2006). Optimizing Academic Performance of Deaf Students: Access,
Opportunities and Outcomes, In D. Moores & D. Martin (Eds.), Deaf Learners: Developments in Curriculum and
Instruction (p.179-200). Washington, DC: Gallaudet University Press.

About the Author
Candi Mascia Reed, Ed.D., is retired Supervisor of Programs for the Deaf/Hard of Hearing, Bergen
County Special Services, Hackensack School District. Dr. Reed has classroom and administrator
experience from elementary through secondary settings, as well as experience in post-secondary
teacher and interpreter preparation programs, for the past 37 years. She is co-founder and co-Chair
of New Jersey Deaf Education Affiliates (NJDEAF), a non-profit, state-wide organization which has
provided annual conferences to NJ Deaf Education professionals since 1998.

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Educational Viewpoints -30- Spring 2017