American school for the deaf · The American School for the Deaf is dedicated to serving deaf and hard of hearing ... greater acceptance at the societal level for persons who are

American school for the deafstrategic plan 2015-2018

American school for the deafstrategic plan 2015-2018

Table of contents

Mission and Introduction

Guiding Principals

Planning Process

Strategic Position of ASD

Strategic Goals

Implementation and Monitoring of the Plan

Addenda

Changing Landscapes for Deaf and Hard of Hearing Persons

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6-7

8-12

12-13

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15-24

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The American School for the Deaf is dedicated to serving deaf and hard of hearing infants, youth and their families in the development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual Approach, empowering them to become educated and self-directed, lifelong learners.

During the course of the planning work, the organization’s vision, mission, and strategic directions were critically examined and refined. The process of this examination provided the opportunity to establish shared priorities and strategic and operational goals for the American School for the Deaf’s (ASD) program and organizational development work for the next three years. The plan concludes with an internal monitoring process that will keep ASD’s resources focused on its vision of becoming the premier center of excellence for the deaf and hard of hearing community and educational partners in Connecticut and beyond.

Mission

Introduction

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1PRINCIPLE

We believe that all children and youth

have the capacity to learn and that the

educational process must take into

consideration their unique language

and communication needs and learning

styles. The learning opportunity

must maximize the potential of each student in a language and

communication rich environment.

Essential elements of such an environment are:

• Student-centered • Family support focus • Comprehensive programs and services • Focus on language and communication development • American Sign Language / English Bilingual approach • Appropriate use of technology • Diversity • Access to role models and mentors • Qualified and certified staff • Strong educational partnerships and teams

Our guiding principles guide our decision making as we pursue our mission. The American School for the Deaf is committed to:

Guiding Principles

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2 3 4PRINCIPLE PRINCIPLE PRINCIPLE

We believe that to effectively educate students in the 21st

Century, it is vital to have strong

and meaningful collaboration with

families, local school districts,

service providers, educational community

partners and funders.

We believe that an inviting, safe, and

healthy educational environment

that promotes communication

access and effectively utilizes

technology for our students

and educational partners is

essential to enhance learning and the

quality of life.

We believe that ASD must be on

the cutting edge of innovation by being

a vibrant learning organization and

collaborative partner able to

embrace change. As a learning organization,

we must be able to demonstrate

agility, flexibility in approach, and the

capacity to generate and integrate

new knowledge, pedagogy, and skills

into best practice and ongoing

professional growth and development.

(Continued)

Guiding Principles

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Changing the Educational Landscape for Deaf and Hard of Hearing Persons

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-.

The American School for the Deaf (ASD), as a partner with the State of Connecticut, assists the state in meeting the unique communication and educational needs of deaf and hard of hearing children and others, and has stayed on the leading edge of innovation for nearly two centuries. As we set our future course, we must carefully consider the best way to respond to the challenges and opportunities forming the educational landscape of which we are a part. By doing this, we will uphold our commitment to offering the highest quality education and services to our students and educational partners in Connecticut and beyond. The following trends impact our new direction:

Over the last twenty years, a number of critical factors have come together, fundamentally changing the type of educational landscape available to our students. The changes in special education law and policy at the federal and state levels mandate that there be equal educational opportunities for deaf and hard of hearing individuals. Service delivery has been influenced by a greater acceptance at the societal level for persons who are differently-abled; by the inclusion movement that promotes community-based services over institutionalization; and by increased access to interpreting and support services for deaf and hard of hearing people. Advances in technology such as cochlear implants and digital hearing aids, and healthcare increase the range of options and supports available to deaf and hard of hearing people. All of these factors combined have significantly changed the educational landscape for our students. Acknowledging these changes requires that we be responsive to the changing needs of our constituencies. While in the recent past, center schools for the deaf were one of few options available to students, today the range of options has significantly increased within public school settings.

1. Increased Educational Opportunity, Access and Options

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2. declining Enrollment at Center Schools for the Deaf as Students Attend Public School Settings Closer to Home

Over the last twenty years across the nation, there has been a sharp decline in student enrollment in center schools for the deaf with the increased opportunity for students to attend public school settings closer to home. Prior to the mid-1980’s 20% of deaf and hard of hearing students attended public schools and 80% attended center schools for the deaf. The trend has now reversed with 84% of deaf and hard of hearing students attending public schools and 16% attending center schools for the deaf, many of those being students with additional disabilities.

A number of factors are considered in making a decision on the type of educational placement for a student who is deaf or hard of hearing. In concert with parents and the Planning and Placement Team (PPT) the local school districts are the gatekeepers of special education services, are responsible for resource allocation, and ultimately determine a student’s placement. They are required to follow federal and state special education regulations mandating that a child be educated in the “least restrictive environment”. Least restrictive environment refers to “an educational environment which meets the needs of a child requiring special education and related services as set forth in the child’s Individual Education Plan (IEP) and which, to the maximum extent appropriate to the child’s needs, ensures that the child will be educated with children not requiring special education and related services”. (A Parent’s Guide to Special Education in Connecticut, Connecticut State Department of Education, Bureau of Special Education and Pupil Services, 2007.)

When parents, the PPT team and local school districts are determining the appropriate educational placement for a student, the “least restrictive environment” is one of their central considerations. As stated in the Individual Education Program form, “For students who are deaf or hard of hearing, the PPT has determined (after considering the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student’s language and communication mode, and considering whether the student requires assistive technology devices and services) that the following are required.” This would include placement and services at a center school. This means that a continuum of educational options will be looked at from a regular public school setting to a center school for the deaf. However, by and large, educators of the deaf and the Deaf community would advocate that primary consideration be given to language and communication development and access, and being educated among one’s peers; otherwise an educational setting thought to be the least restrictive environment for some children may actually be the most restrictive environment. It also implies that students with multiple special needs will more likely be considered for placement at a center school. In fact, ASD has experienced an increase in the percentage of its center-based student population who have other disabilities in addition to their hearing loss.

(Continued)


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(Continued)

3. Deaf and Hard of Hearing Children and Youth Continue to Experience Low Academic Achievement

ASD has worked collaboratively with the Connecticut Coalition for the Education of Deaf and Hard of Hearing Students to develop a Language and Communication Plan. This document serves as a platform for appropriate educational placement for deaf and hard of hearing students, and it is essential that we educate Local Education Agencies and Special Education Directors regarding the specifics and provide assistance in implementation. (See below)

Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled an Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) of any child identified as deaf or hard of hearing must include a language and communication plan (LCP) developed by the child’s planning and placement team (PPT). Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, must have a LCP which documents the considerations and/or actions discussed and identified by the child’s PPT.

Although there are increased educational opportunities in public schools, nationally, children and youth who are deaf and hard of hearing generally continue to have low academic achievement because of language and communication challenges. At present, students often come to ASD after encountering barriers in developing adequate language and communication skills in other educational settings. As of September 2013, the average age of new students enrolled at ASD is twelve years old. Research indicates that early language and communication acquisition determines future academic success. ASD is well-positioned with trained professional staff and extensive experience to provide necessary supports to these students. A statistically significant negative correlation was found between age of enrollment and language outcomes at 5 years of age. Children who were enrolled earliest (e.g., by 11 months of age) demonstrated significantly better vocabulary and verbal reasoning skills at 5 years of age than did later-enrolled children. Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers. (Center for Childhood Deafness, Boys Town National Research Hospital, Omaha, Nebraska 68131, USA. [email protected])

We find that public schools are keeping children in district from pre-kindergarten until on average, about 8th grade. After they are found to be significantly behind their hearing peers, the decision is made to send the child to ASD. We compare

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the progress of children who come to us at an early age to their later-enrolled peers and find consistently that children who are exposed to early language interventions and are placed in a communicatively-accessible environment do better on standardized tests measuring reading and language acquisition.

It is becoming clearer that the early years of a deaf child’s life are critical to and set the stage for the overall educational development and social wellbeing of the child. Parents make significant decisions when the child is young that will have lifelong impact, in particular, the birth-to three years. As a learning organization, ASD takes seriously our responsibility to provide educational and professional development opportunities to our staff, parents and the community at large. Through the use of cutting-edge technology, ASD provides access to information, tutorials, and opportunities for networking. ASD supports staff and professional development activities. We also provide workshops and networking opportunities for parents and caregivers. Additionally, we offer a wide-range of educational opportunities to the community, including teachers, educational administrators, and service providers. It is important that we maintain a robust statewide Birth-to-Three program so parents and caregivers have information regarding Pre-K-12 options and can make well informed decisions.

Over the last twenty years, there has been a shift in the demographic characteristics of the deaf and hard of hearing population reflected in ASD’s student population today. These shifts have imposed new demands and challenges on the design and implementation of educational and support programming for deaf and hard of hearing children and youth.

Advances in medicine are responsible for two significant shifts at the national level. The first is in the increased number of deaf and hard of hearing students with additional disabilities as a result of medical advances that sustain the life of children with severe medical conditions. The second is the increased number of students with cochlear implants as a result of medical technology, with the future trend indicating significant growth in the use of cochlear implants over the next ten years.

4. Staff, Parent and Community Education and Development

5. Shift in Demographics


(Continued)

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ASD enjoys the benefits of a racially, ethnically and educationally diverse student population. Demographic shifts that ASD has experienced over the last decade include: (1) a change in the average age of admission at ASD from three years old twenty years ago to eleven years old (as of September 2013); (2) an increase in the racial and cultural diversity of the student population from 62% white, 25% Hispanic, 12% Black, and 1% other twenty years ago to today’s population of 48% white, 30% Hispanic, 16% Black, 3% biracial, 2% Asian and 1% other and (3) a number of deaf and hard of hearing students in public school settings being served by ASD through its Outreach and Support Services program.

The overall strategic planning process included:

• Review and Revision of the Mission

• Revision of the Guiding Principles

• Articulation of Strategic Goals

• Articulation of Strategic Explorations

• Selection of Key Strategic Directions

• Establishing a Plan for Monitoring the Implementation of the Strategic Plan


(Continued)

The Planning Process

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A Strengths, Weaknesses, Opportunities and Threats survey was developed and distributed to a comprehensive list of constituents including staff, board, parents, donors, alumni, LEAs, organizations serving the deaf, state agencies, and friends. The survey was posted on our website and a link to it was posted on Facebook.

We extrapolated and summarized trends from the responses. Responses came from Board members, teachers, support staff, parents, donors, friends and alums.

• ASD Staff• ASD Management• ASD Board of Directors• Students• Parents• Alumni • Local School Districts• Donors and funders

SWOT TRENDS

In preparation for developing a new strategic plan, the Executive Director surveyed key constituents. Feedback was elicited concerning ASD’s strengths, weaknesses, opportunities and threats (SWOT). Comments were analyzed and summarized and are embedded in the plan. The next section, “Strategic Position of ASD” represents a summary of the SWOT surveys.

(Continued)

The Planning Process

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Strategic Position of ASD

Strategic Opportunities• ASD’s reputation and history

• New Gallaudet-Clerc Education Center

• 200th Anniversary in 2017

• Accessible and innovative educational programs and services

• Sustained student enrollment on campus

• Strong and growing public-private partnerships

• Community-based services in collaboration with local school districts and service providers

• Highretentionofstaffandexperienced quality workforce

• Collaborative partnerships including research opportunities with Connecticut colleges and universities

• State-of-the-art technology

• Strategic location and land resources

• Residential setting with a variety of after school activities

• Services for emotionally/behaviorally challenged students

• Capital-intensivefacility/buildingneeds

• Educatingstudentsinmultipleeducational settings by being responsive to changing needsandexpectations

• Averageageofadmissionistrendingupward with a recent average age of 12

• Effectiveinternalandexternalcommunication

• Effectivebrandingandmarketing

• Revenue-dependentonStateandlocalschool districts

• Educatingparents,policymakersandLEAs about the unique educational needs of our students and the recently enacted LCP

• Providingmeaningfulprofessionallearning activities/opportunitiesforstaff,parents,and the community

Strategic Challenges

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Based on the results of the SWOT surveys and the various constituent meetings, the Board of Directors adopted a set of priorities to provide direction for ASD over the next three years. The Board of Directors recognizes these as the areas where ASD must excel to successfully respond to the opportunities and challenges facing the organization in the 21st Century in Connecticut and beyond. The overarching goal of the strategic plan is to promote a safe and healthy community for all, which models and teaches respect, emphasizes academic achievement, personal wellness and fosters decision making, relationships and self-esteem.

These themes have emerged as cornerstones to the plan:

• High academic rigor. ASD needs to improve the quality of the ASD education experience and hold ourselves responsible for increasing academic achievement by our students • Increased enrollment. ASD needs to improve the services and delivery of our Birth-to-Three program as it is the time parents form educational expectations and paths for their children

• Net operating surplus. ASD needs to ensure not only its ongoing financial stability, but also its financial capacity. A net operating surplus and adequate working capital will facilitate the successful implementation of all of the components of the plan.

• Branding and marketing. ASD needs to develop a comprehensive branding/marketing plan to better tell its story

Strategic Goals 2015-2018

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Objective 1: Create a clear and concise educational philosophy

1a. Define our expectations and levels of rigor for student input and output utilizing an American Sign Language and English Bilingual Approach

1b. Train staff to understand, implement, and support the educational philosophy

1c. Implement educational philosophy to address the diverse, individual learning styles and communication needs of our student population

1d. Train, implement, support, and produce data on the school’s adopted student climate improvement platform

Objective 2: Align our curriculum with Common Core standards

2a. Hire a curriculum and instruction specialist who specializes in the education of students who are deaf and hard of hearing

2b. Lead the teaching community in curriculum development focusing on Common Core State Standards to develop a curriculum springboard for Specially Designed Instruction (SDI)

2c. Design and adopt a Student Progress Tracking System (SPTS)

2d. Train educational administrators via Professional Learning Community (PLC)

2e. Train instructional staff via PLC

Strategic Goal A:Createarespectful,responsibleandsafeenvironmentofacademicexcellenceutilizingSpeciallyDesignedInstruction through an ASL/English Bilingual approach

Strategic Goals 2015-2018 (Continued)

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Objective 3: Utilizeprofessionaldevelopmenttoestablishprofessional learning communities

3a. Identify areas in need of improvement or training to implement appropriate professional development (PD)

3b. Foster a collaboration between principals and instructional staff to identify PLC time to implement the Professional Development Modules into classrooms

3c. Evaluate impact and success rate on student learning outcomes via baseline and comparative data collection

Objective 4: Create and implement clear protocol for student access to intervention

4a. Gather and analyze current models of learning intervention strategies in order to develop our own intervention plan

4b. Design a protocol for identification and referral of students for intervention

4c. Identify and train staff to support access to intervention

4d. Evaluate and track progress monitoring for SPTS

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Objective 5: Gatherandutilizedatainordertoshowprogressinnarrowing the achievement gap for each individual student

5a. Identify relevant and reliable sources of language and mathematics measures for data collection

5b. Utilize identified data analysis to plan and implement SDI

5c. Identify circumventive and troubleshooting options for instructional staff to provide modifications and accommodations for the students within their programs

Objective 6: CreateaResidentialLifeenvironmenttoenhanceacademic, social and emotional achievement and growth

6a. Adopt a residential life curriculum

6b. Train all Residential Administrators and Residential Counselors to understand, implement and support the residential life curriculum

6c. Define clear student behavioral expectations

6d. Define activities that promote literacy

6e. Evaluate and track student progress


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Objective 1: Analyzewithfocusonbranding/marketingefforts

1a. Conduct yearly surveys of all CT Local Education Agencies (LEAs) and out of state districts served. Review results and adjust modes and frequency of communication accordingly. Address concerns on a timely basis

1b. Identify areas that have deaf children, develop a list of media outlets, and market twice a year in these areas

1c. Submit “stories” quarterly (or more often depending on events and awards) to media outlets in students’ hometowns. Send clippings to LEAs

Objective 2: Developandexpandparenteducationandawarenessprograms, emphasizingearlyandcontinuedSpeciallyDesignedInstruction(SDI)

2a. Inform the larger community that activities at ASD are open to all deaf and hard of hearing students whether or not they attend ASD

2b. Host quarterly regional parent forums, and sign language classes throughout different regions in the state

2c. Evaluate and strengthen the monthly, on-campus Birth-to-Three playgroup with the goal of increasing parent involvement 2d. Develop a schedule for quarterly speaking engagements and media opportunities for the Executive Director

2e. Reestablish the Student Speaker Bureau and develop a quarterly schedule (Year 2)

Strategic Goal B: Achieve growth in enrollment with an emphasis on attracting and retaining students for the core academic program


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Objective 1: Continue to grow working capital

1a. Develop an operating budget with a net operating surplus after depreciation of 50 to 100 basis points of operating revenue

Strategic Goal C: Maintainfinancialstabilityandcreateopportunitiesforfinancialgrowth

1b. Continue to seek and refine operating efficiencies including cost- effective fringe benefit solutions, including pension and health benefits

1c. Work with Executive Director, key staff and the school’s legislative liaison to acquire adequate and stable levels of state and federal funding including program and capital grants

1d. Develop and monitor capital expenditures funded from the operating budget in order to balance needs and working capital growth

1e. Track and evaluate as appropriate

Objective 3: Educatestaffandalumnitobecomeambassadorsfor the school

3a. Hold open forum all-staff meetings twice a year and once at Homecoming for alumni. Develop a plan for follow up

3b. Establish an Ambassador Program with yearly training and incentives for both staff and alums (Year 2)


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Objective 2: Createafinancialplanincorporatingstaffingplansanduseof theendowment,tosupportinitiatives

2a. Continue to refine the annual planning process

2b. Coordinate the annual plan’s program and capital expenditure budgets to ensure proper allocation of resources

2c. Monitor endowment and recommend, as needed, a spending policy to support key initiatives and enhancement to the capital budget to support those initiatives

2d. Evaluate key expense components, such as staffing levels as they relate to enrollment, delivery of services, benefit costs and the like

2e. Collaborate with Executive Director and program managers to ensure all programs are employing best financial practices. Develop strategies to rectify or minimize operating deficits

Objective 3: Manage land and facilities so they may provide optimal usage to support our strategic direction

3a. Develop a capital facilities plan with appropriate funding sources, including state and federal grants, fundraising and cash flow and other fiscal components

Potential projects may include:

Cogswell Heritage House/Educational Building Camp Isola Bella improvements

Deferred Maintenance

Visual Communications Center


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Strategic Goal D: Build and strengthen community relationships through marketing and branding

Objective 1: Develop,refineandprotectASD’sbrandthroughconsistentuse of graphic images and messaging

1a. Create a strategic branding / marketing plan utilizing consulting services

1b. Conduct a yearly communication review, including print, web and social media, to ensure ASD’s brand and message are strong and consistent

1c. Develop a targeted list of media outlets and a yearly plan to optimize marketing opportunities

1d. Continue to move towards electronic communication

Objective 4: Create a culture of philanthropy throughout the ASD Community

4a. Utilize the Board to establish strong funding relationships to foster increased support

4b. Develop a peer solicitation program to increase staff giving by 25% over the next two years

4c. Encourage alumni giving through education, targeted communications and incentives to increase giving 15% over the next two years

4d. Actively steward funders and donors though a series of quarterly education events on a variety of topics


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Objective 2: Strengthen and ensure ASD’s visibility by establishing and strengthening key relationships

2a. Identify mission-driven, educational, philanthropic and business organizations and develop opportunities for partnership

2b. Provide content-rich conferences, webinars, workshops, and other venues of interaction, to attract new partners and strengthen

existing relationships (Year 2)

2c. Identify colleges and universities in CT who are positioned to establish deaf education degree programs. Provide consultation and support through internship and research opportunities

2d. Create several focused “scripted” messages that will resonate with various groups and organizations. Identify and train presenters (Year 2)

2e. Develop informational materials in appropriate formats for organizations that serve deaf consumers, including hospitals, libraries and public schools 2f. Develop a schedule, identify and train staff to present at 3-5 national conferences per year

2g. Identify which districts have large populations of children with hearing loss and offer regional parent workshops


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Objective 3: Build and strengthen community partnerships3a. Partner with the American School for the Deaf Alumni Association to

develop an Alumni Ambassador program

3b. Maintain and strengthen relationships with other organizations serving deaf and hard of hearing people

3c. Foster relationships with relevant state agencies.

Objective 4:UtilizeBoardtoassistindevelopingkeyrelationships

4a. Review our current board membership and identify areas we may be lacking to increase diversity and areas of expertise

4b. Develop a board survey to capture information regarding key relationships.

4c. Develop a formal Board Ambassador program with training (Year 2)


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The American School for the Deaf is committed to directing and investing its resources towards achieving specific and measurable end results that flow from the following strategic goals and specific three-year goals established for programs, organizational capacity building, and developing collaborative partnerships.

The strategic plan is intended to be an organic, flexible roadmap that focuses and aligns ASD’s work, guides decision-making on resource investments, and creates a mechanism to hold the organization accountable for performance. It does not stand alone, but must be viewed and implemented based on budgetary realities, external and internal influences, and most importantly, the needs of our students.

The evolution of this plan will be based on data we collect and analyze. It will involve ongoing input from the constituencies we serve. The Board of Directors and senior leadership of ASD will develop measures of success by establishing benchmarks to guide the implementation of the three-year strategic plan.

Each year, an annual plan will be developed by the Executive Director and Senior Management Team that outlines the goals, objectives and measures of success for the key areas of performance for the organization. The Executive Director will provide annual reports to the Board of Directors that charts progress towards the achievement of the strategic priorities.

The strategic plan will be reviewed annually during the March meeting of the Board of Directors. This review will provide an annual opportunity for the Board and staff to evaluate, update, and refine the strategic plan. At that time, the Executive Director and Board of Directors will decide upon the priorities for the next year and any significant strategic changes to ASD’s work.

Implementation and Monitoring of the Plan

Strategic ExplorationWe will explore the possibility of establishing Pre-K through 3rd Grade satellite programs in the urban centers of Connecticut in order to provide deaf and hard of hearing students appropriate services and socialization opportunities close to their homes.

References• American School for the Deaf Strategic Plan 2010-2013• Feedback from constituency meetings (Board, LEAs, Parents, Staff, Alumni)• SWOT Feedback from ASD Constituents: Parent Survey Local Education Authorities, Special Education Administrators Survey Staff Survey Staff, Parent, and Community Dialogue Sessions• Current Mission Statement• Educational Philosophy

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Addenda

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ASD Strategic MapMISSION: The American School for the Deaf is dedicated to serving deaf and hard of hearing infants, youth and their families in development of intellect and the enhancement of quality of life utilizing specially designed instruction through an American Sign Language and English Bilingual approach, empowering them to become educated and self-directed, lifelong learners.

Evaluate Ongoing Effectiveness and Impact

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2

3

4

5

6

Under the framework of Positive Behavioral Interventions and

Supports(PBIS),createarespectful,responsible and safe environment ofacademicexcellenceutilizingSpecially Designed Instruction

through an ASL/English Bilingual approach

A B C D Achieve growth in enrollment with

an emphasis on attracting and retaining students

for the core academic program

Maintainfinancialstability and create opportunities for financialgrowth

Build and strengthen community

relationships through marketing

and branding

Create a clear and concise educational philosophy

Analyzewithfocuson branding/marketingefforts

Continue to grow working capital

Develop,refineand protect ASD’s brand through consistent use of graphic images and messaging

Strengthen and ensure ASD’s visibility by establishing and strengthening key relationships

Manage land and facilities so they may provide optimal usage to support our strategic direction

Build and strengthen community partnerships

UtilizeBoardto assist in developing key relationships

Create a culture of philanthropy throughout the ASD Community

Createafinancialplanincorporatingstaffingplans and use of the endowment,tosupportinitiatives

Educatestaffandalumni to become ambassadors for the school

Developandexpandparenteducation and awareness programsemphasizingearlyand continued Specially DesignedInstruction(SDI)

Align our curriculum with Common Core standards

Utilizeprofessionaldevelopment to establish professional learning communities

Create and implement clear protocol for student access to interventionGatherandutilizedata in order to show progress in narrowing the achievement gap for each individual student

Create a Residential Life environment to enhance academic,socialandemotional achievement and growth

ADDENDUM #1

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Based on careful review of current research and successful outcomes at other schools for the deaf, American School for the Deaf (ASD) plans to collaboratively design and implement a American Sign Language and English Bilingual Approach. The American Sign Language/English Bilingual Approach utilizes American Sign Language (ASL) and spoken and written English which focuses on fluency in both languages. This approach will meet the needs of our diverse student body.

Existing research shows that having an intact first language serves as a prequel to learning a second language. For deaf and hard of hearing students, this shows a fully developed expressive/receptive language that supports language learning and literacy acquisition across languages. With this data and new information/technology on the horizon, including approaches being successfully implemented at other schools for the deaf throughout the country, ASD is poised to begin an open dialogue among stakeholders to discuss how current research can inform and support ASD’s educational programming options.

For many years, ASD has utilized the Total Communication philosphy which provides deaf children access to various modes of communication, including: child-devised gestures, speech, American Sign Language, formal manual communication modalities, fingerspelling, speech-reading, reading and writing. Additionally, through the effective use of amplification technology, students are afforded the opportunity to learn to use residual hearing for the enhancement of speech, auditory, and speech-reading skills.

Total Communication is not a communication method. It is a communication philosophy that proposes to create an education environment conducive to language development through the employment of various language modes. This philosophy reflects ASD’s commitment to the development of a comprehensive communication skills program, with a special emphasis on the establishment and maintenance of continuous speech and auditory training from the preschool through the high school levels. Every child is encouraged to acquire essential linguistic and communication skills, which will enable the child to become an independent, self-supporting citizen. Individual differences in children are recognized and accepted, and, whenever possible, the educational and psycho-social programmatic adjustments necessary for meeting those individual needs and differences are made.

Unfortunately, over the years, the school has utilized the communication approach known as Simultaneous Communication (Sim-Com), which involves

ADDENDUM #2

American Sign Language/English Bilingual Approach

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signing and using spoken language simultaneously. Sim-Com is not a language and utilizing this approach minimizes both languages because research has demonstrated that this approach does not work as it is difficult to process two languages at the same time. Additionally, it does not allow students to first fully develop an integral visual language (American Sign Language) as a precursor to developing a literal-writing language (English) through specially designed instruction.

At birth, children are predisposed to learn language, and deaf infants are no different. Deaf infants, because they access the world in a visual manner, begin to develop a natural manual language. They “babble” with their hands in the same way hearing babies babble orally. Deaf children will fully acquire a natural language if it is made accessible to them during the critical, developmental years of infancy and early childhood. This accessible, natural language for deaf children is a visual, gestural, spatial language, such as American Sign Language, the same way hearing children in the U.S. develop English. It is critical that deaf and hard of hearing infants have early exposure to accessible language.

Deaf and hard of hearing students are capable of acquiring a second language if their natural language has been developed during the critical period of early language development. This first language does not interfere, but rather facilitates learning a second language—whether it be spoken or written English—as they have a fully developed language on which to base the learning of a new language.

Acquiring reading and writing skills in English is supported by having a language in which to communicate about literacy-related concepts. If children have a fully developed language for learning, and are exposed to instruction in English, they are able to acquire the skills to read and write in English and the student emerges bilingual. This process of building a second language on the foundation of a first language also pertains to the ability to acquire spoken language and auditory skills. Students who only have partial access to ASL and English because of Sim-Com or lack of exposure often struggle to fully develop language. The English Bilingual Approach has been used successfully by several schools for the deaf.

When one considers the diversity of language exposure and proficiency that our student population has, we feel that the Total Communication philosophy may be more effectively utilized with an American Sign Language and English Bilingual Approach.

American Sign Language/English Bilingual Approach(Continued)ADDENDUM #2

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American school for the deaf · The American School for the Deaf is dedicated to serving deaf and hard of hearing ... greater acceptance at the societal level for persons who are

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