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S GNALS News & Resources for Ohio Educational Interpreters
Interpreting & Sign Language Resources Winter 2008
Trends in Interpreting Degree Programs Upcoming ISLR Events
More Programs Focusing on Bachelor’s Level Degrees April 12, 2008
By Jean Parmir What Else Do Educational Interpreters
Do? Presented by Sharon Bordean
Interpreter education programs are facing the issue of future degree
Southeastern Ohio (Location TBA)
requirements for interpreter certification. Beginning in 2008, interpreters See page 3 for details.
taking the National Interpreter Certification (NIC) evaluation will be
required to have an associate’s degree or higher. Beginning in 2012, at least a April 19, 2008
bachelor’s degree will be required. While the degree can be in any field, Advisory Committee Open Meeting
Columbus, Ohio
many interpreters are seeking degrees in interpretation. Ohio has ten
programs offering interpreting degrees; seven are at the associate level and June 16—17, 2008
three are at the bachelor’s level. That means 30% offer a degree that will Summer Institute for Educational
qualify graduates to stand for the NIC evaluation in 2012 and after. Interpreters Columbus, Ohio
(See TRENDS on page 5)
ISLR newsletter editor, online study group
SHARING SOLUTIONS facilitator, and interpreter coordinator Sara
Content Standards Benefit Us, Too! Paullin Casto is being treated for cancer.
Newsletter readers are welcome to send good
Interpreters Can Use Content Standards to Prepare for Classes wishes to her in care of ISLR (see address on
back page) or at EduTerp@osd.oh.gov.
By Janice E. Neider, Struthers City Schools
Did you know that the days of asking for lesson plans
are over? Stop living in the past and join interpreters of SIGNALS Winter 2008
the future. You do not need to bug the teacher for lesson
plans. Most school districts no longer require them
Uses for Vlogs & Sites for
anyway. The teachers think, “What is not required we 2
Online Video in ASL
don’t have to do!” I sympathize with them, they have
Advisory Committee Report 3
their plates full. Yes, across the state of Ohio, interpreters
no longer need to ask for lesson plans. “What?” you say. Resource Riches: ISLR Web,
3
“Whatever do you mean?” OCRID Online Forum
In 1983 a new movement in education was born. It’s called the standards Survey Update 3
movement. This movement was started in response to the criticism that Iva D’Lema: Witness to
4
American children were not meeting expectations needed to transition into the Cheating
real world. Since then, state legislatures have mandated the development of ISLR Mentoring Program:
5
what are presently called Academic Content Standards. The Ohio Department Mentee Profile
of Education followed through not only with the implementation of the
standards but developing curricula to give educators a model to follow. The In Sight: A Job Well Done 5
claim is that this innovation will benefit everyone from teachers to school Upcoming Events 7
district administrators, parents, policy makers, teacher educators, and
students. There was only one group which was not listed: interpreters. ISLR Contacts 8
(See STANDARDS page 6)
Interpreting & Sign Language Resources
2
Signals: News & Resources for Ohio Educational Interpreters
Vlogs Allow the Deaf Community to Interact Across Space and Time
And you should be watching!
By Shalene Germani, reprinted with permission from the OCRID Navigator
The observation of ASL as signed by Vlogging in the Deaf community you are preparing for an assignment
native users of the language is exploded during the Unity for in which you know you will be
invaluable for the development of Gallaudet Movement in the spring of interpreting the National Anthem?
interpreting skills, especially for 2006. Joey Baer, author of Joey’s ASL Go to YouTube and search “ASL and
second language learners. Vlog, explained in his presentation Star Spangled Banner.” You will be
Traditionally, interpreters have during the webcast, ʺVlogging/ amazed at what you are able to
honed their receptive and expressive Blogging and the Future of the Deaf glean from the many rich and varied
skills by attending workshops, Deaf Communityʺ held at Gallaudet samples of American Sign Language
socials, sporting and political events, University in February, 2007, “When posted online. I hope you will find
and purchasing tapes and DVDs. In the protests happened, that info was viewing vlogs as exciting and
the last year, a new tool has surfaced out quicker than ever and it enabled beneficial to your work as I have!
– one of which few interpreters seem us to bring different perspectives
to be aware – the study of vlogs or together all at once. People want to
video blogs. be able to express their feelings – Join the Ohio Chapter of Interpreters
vlogs enable them to do that. Early for the Deaf to receive the Navigator
The precursors to vlogs were blogs, and be a part of the interpreting
vlogs responding to the protests
which are websites in which entries community in Ohio. See
were filled with emotion and
are commonly displayed in reverse www.ocrid.org or contact the
chronological order. The author of a continued to be such for quite membership chair at
awhile. As time went on, many vlogs membership@ocrid.org.
blog might use it as an online diary,
took discourse to a higher level.
to comment on world or community
events, or to educate its readers on a Vlogs have allowed Deaf people to Online Video in ASL
particular subject. Blogs are usually share their thoughts and ideas in a Check out sites for online video and
public and readers sometimes have way that is natural to Deaf people vlogs in American Sign Language:
the option to respond to the author’s without having to depend on the
English language.ʺ During the same ASL Vlog and Video Directory
postings. Blogs began to appear in www.aslvlog.net
webcast, Jared Evans, author of
1999 and gained popularity in the A portal to ASL video and vlogs on
Shock and Awe Vlog, stated that
following years (http:// the internet, organized by topic
en.wikipedia.org/wiki/Blog). “Vlogging became our
empowerment …to affect a change.” CSD‐TV
Once improved bandwidth and www.csd.tv
processing speeds became available, There are many benefits to viewing
vlogs: an endless number of ASL‐ Entertainment & educational
people began to add video features programming in ASL
to their blogs, and thus video blogs, users of different ages, educational
also known as vlogs, were born. A backgrounds, and linguistic styles; DeafRead
the vlogger is communicating in his www.deafread.com
vlog is created by making a video
natural language ‐‐ there is no “The best of Deaf blogs and vlogs”
with a camcorder, digital camera or
changing of discourse features to
even a cell phone and then DeafVIDEO.TV
uploading that video to the internet meet the level of the hearing person;
www.deafvideo.tv
to be viewed by the general public or and we can keep current on the hot
Videos in ASL and British Sign
only a predetermined group of topics being discussed in the Deaf
Language pulled from YouTube
people. Some common features community, such as Deaf Education,
the AG Bell Protests, and Deafhood. DeafNationTV
found on vlogs are links to other
www.deafnation.com
related vlogs, subject tags that can be Are you struggling with a particular
searched to identify the topics or discourse feature, such as eye gaze Deaf Performing Artists Network
themes discussed in the vlog, the or use of space? Go through several www‐d‐pan.com
option to respond to the vlog with vlogs and notice how native ASL‐ Deaf‐centric reinterpretations of
text or video, and archived vlogs by users demonstrate that feature. Are songs and music videos in ASL
the same author.
3
Interpreting & Sign Language Resources
ISLR Advisory RESOURCE RICHES ISLR WORKSHOPS
Committee Notes Additions to ISLR What Else Do
The Advisory Committee (AC) met Online Resources Educational
on October 6, 2007. AC members Orientation for Teachers & Interpreters Do?
present included: Tammy Dearth, New Math Resource Reviews Southeast Regional Workshop
Lisa Petrucci, Carol Black, Sarah
McKinney, Julie Loedding, Mary A new resource available from ISLR We all know that educational
Roark, Sherry Miller, and Pat Maille. on our website is orientation interpreters interpret. But what else
ISLR Administrator Jean Parmir was materials for teachers. These one‐ is appropriate for an interpreter to
also in attendance. page documents were created by do in the school setting? Join us for a
ISLR for educational interpreters to workshop on this topic presented by
During the meeting the committee share with teachers: Sharon Bordean, CI & CT. Sharon is
discussed options for videophone ♦ Working with an Interpreter an educational interpreter from
access for students while at school, ♦ Roles in the Classroom Columbus City Schools who has
OCRID conference plans, the ♦ Accessibility for Deaf Learners over 20 years of experience. The
working conditions survey, and workshop will be Saturday, April 12,
recommendations for the Ohio In addition, Resources for
Interpreting in Math Classes, 2008 from 9:00am to 3:00pm at East
Department of Education website. Muskingham Middle School in New
reviews by educational interpreters
Outreach/ISLR updates included: of math‐related resources, has been Concord, Ohio.
EIPA activities by ISLR staff, mentor expanded to include new reviews by A registration flyer will be mailed to
training, collaboration with the interpreters in the Fall 2007 the ISLR mailing list. Registration
Office of Educator Preparation at Interpreting in Math Classes Online materials can also be printed from
ODE, plus updates on online events, Study Group sponsored by ISLR. the ISLR website starting March 5th
the fall statewide workshop, and SI. at www.ohioschoolforthedeaf.org/
AC members reported on See all of ISLR’s online resources at
www.ohioschoolforthedeaf.org/islr/ outreach/events.htm.
happenings in their regions.
resources.html.
The next AC meeting is planned for
January 19th. Interpreter Training Working Conditions
Program representatives have been RESOURCE RICHES Survey Update
invited to attend our January Online Forum for At Summer Institute 2007, a survey
meeting, and our April meeting will Ohio Interpreters was disseminated asking about
be an open meeting. Registration working conditions including job
OCRID Online Bulletin Board
information will be sent in March. status, benefits, and support
The Ohio Chapter of the Registry of professional development. In addition,
There are openings on the Advisory Interpreters for the Deaf has created interpreters had an opportunity to
Committee for Northwest, a new online discussion forum respond online. The paper responses
Southeast, and At‐Large positions. specifically for Ohio interpreters. were added to the online data by
The Open Meeting is a great The purpose of the forum is to interpreting students at Washington
opportunity to see what is involved. provide an opportunity for State Community College.
Committee members have an interpreters to connect and
opportunity to provide input and Additional survey questions were
communicate on different topics as
receive in‐depth information about developed for employers. A task force
well as stay informed about what is
ISLR activities and to develop comprised of former Advisory
happening in our field. There are
relationships with interpreters from Committee representative Becky
different areas for different topics,
across the state. See AC information Costas, current representative Sarah
including areas for educational
at www.ohioschoolforthedeaf.org/ McKinney, and their colleague Sheryl
interpreting and news related to the
islr/advisory.html, or contact ISLR Killen have entered that information.
educational system. Participating in
(see back cover) for more ISLR staff and the Advisory
the forum is free.
information. You can also find notes Committee will be working on
from Advisory Committee meetings Visit www.OhioInterpreters.org to methods of analysis and
posted on the web. learn more. dissemination.
4
Signals: News & Resources for Ohio Educational Interpreters
IVA D’LEMA
Witness to Cheating
Iva’s most recent challenge which she shared in the last edition was:
I witnessed one of the deaf students I interpret for cheating. The student was aware
that I saw. But the teacher didn’t see it happen and the student got away with it. I Once again, you’ve given me lots
am torn about what to do. As an adult in the school, I feel like I should report this of great food for thought. Now
kind of behavior. As an interpreter who is supposed to maintain confidentiality, (surprise!) I need more advice.
though, I feel it isn’t my place. After all, no other students have someone following I am interpreting for a teacher
them around all the time. But am I condoning the behavior by allowing the student who hardly ever puts visual
to cheat in front of me? What do I do? information on the board or
overhead. Many times a visual
• Understand how confidentiality applies to educational settings and (e.g. picture, graph, computation)
follow the rules and policies expected for school professionals. The would make the information so
NAD‐RID Code of Professional Conduct says that interpreters are to “adhere much clearer. I try to create a
to standards of confidential communication.” Within the guiding principle visual picture within my
for this tenet, it states that each interpreting situation has a standard of interpretation, but I often do not
confidentiality and interpreters are expected to know how to apply know details to do this accurately
confidentiality within the setting. In the Educational Interpreter Performance and have to make assumptions
Assessment (EIPA) Guidelines for Professional Conduct, Brenda Schick that later may turn out to be
discusses that educational interpreters are members of the educational
wrong. And it would often be
clearer for me to reference a
team for a student and should follow the school’s policy for confidentiality
visual on the board or overhead
among educational team members. If it is not considered a breach of than for me to "draw it in air." Is
confidentiality for professionals to discuss a student within the team, the it okay for me to ask the teacher
interpreter would not be violating confidentiality by telling the student’s to show something visual for the
teacher about cheating they witnessed. class?
• Remember that all adults in an educational setting have a responsibility
to foster social development. In the EIPA Guidelines for Professional
Conduct, Brenda Schick states, “It is not appropriate for the interpreter to
disregard highly inappropriate behavior from any student in the
classroom. From a developmental perspective, all students should know
that adults are consistent in their judgment of inappropriate behavior as
well as their response to it.”
• Avoid putting yourself in a situation where you see things the teacher
does not. Move to sit near the teacher rather than the students during
quizzes and tests when feasible. Bring something to read or do.
• Suggest the classroom teacher keep an eye on the student. You could tell
the teacher that you have seen some indications that a student might be PLEASE HELP IVA!!!
cheating. Hopefully the teacher will watch the student’s behavior more Iva has a dilemma. Yes, again! Send
closely to either prevent or catch cheating in the future. your thoughts to ISLR by March 1st to
be included in the next edition. You
• Consider your response to seeing cheating by any student. If you inform
do not need to send a polished
the teacher if you see the Deaf student possibly cheating, you should also response — just an idea or two. Or do
inform the teacher if you see any hearing students possibly cheating. you have a dilemma that Iva could
• Warn the students if you will report cheating. The students have a right share in Signals? Submissions may be
to know what to expect from you. edited. Individuals who contribute to
this column will not be identified with
• Let the teacher determine the consequences. If you decide that it is within their comments. Contributors are
your role, report the cheating to the teacher and then let the teacher decide acknowledged on an annual basis.
how to handle it. You do not necessarily need to discuss the issue with the
student.
5
Interpreting & Sign Language Resources
(TRENDS continued from page 1) ISLR MENTORING PROGRAM
The increase in undergraduate Mentee Profile
programs in Ohio is in keeping with By Mary Roark
the national trend, with 33 of 131 I decided to do the mentoring program this summer. I
programs (approximately 25%) have been interpreting for six years. I felt that I needed to
identified by the Conference of go back and get some of my skills refined. I enjoyed the
Interpreter Trainers awarding program because you can pick your own goals and then
bachelor’s degrees in interpreting your mentor helps you meet these goals. I felt that my confidence increased
(CIT News Online, Volume 27, Issue and skills are better now. I feel rewarded that I set goals and met those goals
3, July, 2007). with the help of the mentor. I requested a deaf mentor to brush up on my
The CIT article reported on a receptive skills. I enjoyed this program and would encourage new interpreters
meeting in May 2006 of coordinators or interpreters with few years experience to try out the mentoring program.
of associate level interpreter training You will not be disappointed. Good Luck!
programs. Representatives from
almost 50 programs attended, For more information about becoming a mentee in the ISLR Mentoring Program,
including three Ohio programs: visit our web site or contact Margaret Murphy (see back cover).
Columbus State Community
College, Cuyahoga County
Community College, and Sinclair IN SIGHT
Community College. The A Job Well Done
coordinators discussed how their How do you know you have done a good job interpreting a lesson?
programs can respond to the need
Sue Basone, Akron Public Schools
for undergraduate degrees. Some are
investigating the possibility of ♦ The deaf student participates in the lesson and I get the
changing to bachelor’s programs. sense the student is engaged in the communication
Others are working toward transfer ♦ The student can answer questions (higher level) about the
programs where courses taken lesson
toward their degree would count ♦ The student can tell someone else what s/he learned in the
toward a bachelor’s degree in lesson.
interpreting or in another area.
Two of the Ohio bachelor degree Tammy Dearth, East Muskingum Local Schools
programs, at the University of When the student pays attention and his/her eyes show
Cincinnati and at Wright State understanding or when questions are asked and the
University, have established student answers with confidence with the correct answer,
procedures for associate degree I know I have done my job well.
graduates to transfer credits and
complete their programs.
Sarah McKinney,
During Interpreter Training Program
Educational Service Center of Franklin County
Collaborative meetings facilitated by
ISLR, Ohio programs have reported ♦ I have kept up concept‐for‐concept with teacher or presenter
difficulty hiring fulltime faculty, ♦ The student asked/answered questions appropriately or on‐
especially Deaf faculty, who meet point equal to hearing peers
the degree requirements of their ♦ The student showed appropriate feedback (nodding, on‐
institutions. Bachelor’s programs point clarification)
typically require higher degrees for ♦ My own self monitor, knowledge of my performance
faculty than associate degree
programs, which may make it more
difficult finding faculty who have My Fingers emit sparks of fire with Expectation of my
the accepted credentials to teach at future Labours. ~ William Blake
those institutions.
6
Signals: News & Resources for Ohio Educational Interpreters
(STANDARDS cont’d from page 1) Content Standards Jargon individuality.
I was interpreting in a middle school Content Standards are what all Standards can benefit interpreters
setting when I first noticed the students should know and be able working across the state of Ohio in
content standard charts which the to do. These are the overarching any school district. They are useful
teachers posted on the walls of their goals and themes. to interpreters because they provide
classrooms. As I began to read them, the same benchmarks, model
I noticed it was similar to a table of Benchmarks are key checkpoints to curricula, goals, and indicators given
contents for a curriculum for each monitor student progress towards to the teachers. Interpreters can use
level in English, Language Arts, the standards. this information to learn about each
Mathematics, Science, Social Studies, Grade‐Level Indicators are the grade level and review content prior
Fine Arts, Foreign Languages and specifics of what students should to the teaching experience.
Technology. Immediately I started to learn at different grade levels. These Interpreters can also use the content
brainstorm how this could help me are the details that might be similar standards to target their professional
prepare for the interpreting process to the type of information development efforts to match the
prior to each lesson being taught. I interpreters look for in a lesson plan. standards in the classes they
thought, “With this information, I interpret.
wouldn’t need lesson plans.” I detailed list of everything that
should be covered. After surveying Walking into a classroom knowing
referred to the standards often the teacher’s goals and the content to
this information, I had a good idea of
during the year to see if my idea be taught is something we as
where my weaknesses would be and
would actually ring true. interpreters value. It gives us the
could get a book, research the topic
The teachers I worked with were on the Internet, or just network with peace of mind that we are on target
kind enough to print me out a copy the teacher to better understand the in stressing what’s important. With
of the standards for their particular content. I could then get a clearer this information, we become a true
grade level. I wanted to know, “Will understanding of the concept which member of an educational team.
you teach these concepts in this exact would invariably provide my
order or will you mix it up a bit?” student with a clearer interpretation Accessing the Ohio Academic
Some taught the standards in the when the topic came up in class. Content Standards
exact order and others did not.
There is also a comprehensive This sounds great! Now how do I
The next step for me was to develop glossary toward the back which can get my hands on this?
an understanding of the standards. be used for classroom reference. I
You can view the standards online View the standards online
found the glossary easy to
as a pdf or Word file or look at a https://ims.ode.state.oh.us
understand, and it supplied
copy of the booklet (see Accessing Through the Instructional
graphical representations which
the Ohio Academic Content Management System (IMS), you can
gave my mind a place to go for
Standards on this page). You can view or download all or part of any
visual representation.
look at the benchmarks and grade‐ of the academic content standards
Toward the end of each standards for different subjects, including by
level indicators listed for each
book, there is a section on Planning grade level. You can also see sample
standard or you can see the
information divided by grade‐level. I for Instruction. This gave me a lesson plans and assessments.
found several parts of the standards bird’s eye view of how the teachers
Ask your school administration
helpful in my investigation. are expected to implement the
Your school administration may
standards. It was here that I
I printed out the Benchmarks and have extra print copies
discovered the teachers got together
the Grade‐Level Indicators for the and did what is called curriculum Order a print copy
grade level band I was working in mapping. They come up with a You can order a copy of the content
and compared the two. While I uniform plan which will be followed standards book for any subject by
found it helpful to read both, I by all the Math teachers. It is for this contacting the Ohio Department of
eventually focused on the grade‐ reason that it is important to Education. Call 1‐877‐OHIOEDU (or
level indicators for daily reference. network with the teachers of your 1‐877‐644‐6338) and ask for Karen
The grade‐level indicators are a district because of each district’s Paschal in the Document Center.
7
Interpreting & Sign Language Resources
Upcoming Events
Winter 2008
Central State Schools for the Deaf Tournament The Way We Do The Things We Do & Why
January 23—27 in Columbus, Ohio Presented by Ari‐Asha Castalia
More info: www.ohioschoolforthedeaf.org 614.728.1424 April 18—19, 2008 in the greater Akron area, Ohio
More info: Linda Howard lhoward@kent.edu
Deaf Educators Network
January 25, 2008 in Columbus, Ohio Drivers Education School Summer Enrichment
More info: 614.995.1566 OutreachCenter@osd.oh.gov Ages 15 ½ to 18
June 8—20, 2008 in Columbus, Ohio
Supporting Deaf People 2008 Online Conference
More info: 614.995.1566 OutreachCenter@osd.oh.gov
February 6—9, 2008 online
More info: www.directlearn.co.uk/ Leadership & Literacy Connections Summer
Enrichment Week (Middle School students)
An Introduction of Medical Interpreting
June 15—20, 2008 in Columbus, Ohio
Presented by Tina Perry
More info: 614.995.1566 OutreachCenter@osd.oh.gov
February 15 & 29, 2008 in Columbus, Ohio
More info: Chris Evenson 614.287.5616 cevenson@cscc.edu Summer Institute for Educational Interpreters
June 16—17, 2008 in Columbus, Ohio
RID & K‐12 Interpreters: Can It Work? Webshop
More info: 614.995.1566 EduTerp@osd.oh.gov
February 20, 2008 online
More info: www.leadershipinstitute.biz National Alliance Of Black Interpreters (NAOBI)
June 19—22, 2008 in Boston, Massachusetts
Read It Again and Again
www.naobi.org/2008 330.244.9327
March 5, 2008 in Batavia, Ohio
March 7, 2008 in Columbus, Ohio Summer Sports Adventures Enrichment Week
More info: 614.995.1566 OutreachCenter@osd.oh.gov (Middle School & High School students)
June 22—27, 2008 in Columbus, Ohio
Navigating Your Child’s Future
More info: 614.995.1566 OutreachCenter@osd.oh.gov
March 8, 2008 in Columbus, Ohio
More info: www.deafinitiatives.org 800.985.3323
Extreme Career Adventures Summer Enrichment Week
(High School students)
Spring 2008 & Beyond August 3—8, 2008 in Columbus, Ohio
More info: 614.995.1566 OutreachCenter@osd.oh.gov
What Else Do Educational Interpreters Do?
Presented by Sharon Bordean Deaf Adolescence Conference
April 12, 2008 in New Concord, Ohio October 5—8, 2008 in Clayton, Missouri
More info: 614.995.1566 EduTerp@osd.oh.gov More info: grcdirect@aol.com
Postsecondary Education Programs Network Conference
April 15—18, 2008 in Columbus, Ohio
More info: www.PEPNet.org, 414‐229‐1123
Deaf Educators Network
April 18, 2008 in Columbus, Ohio
More info: 614.995.1566 OutreachCenter@osd.oh.gov
ISLR Advisory Committee Open Meeting
April 19, 2008 in Columbus, Ohio
More info: 614.995.1566 EduTerp@osd.oh.gov
Interpreting & Sign
Language Resources
Ohio School for the Deaf
500 Morse Road
Columbus, OH 43214
614.995.1566 v/tty
Visit our website!
614.995.1567 fax
www.ohioschoolforthedeaf.org/islr
EduTerp@osd.oh.gov
ISLR Advisory Committee Center for Outreach Services About ISLR
Northwest Representatives: Pam Brodie Director of Outreach The Interpreting and Sign Language
Susan Lottier, Lucas County ESC Brodie@osd.oh.gov Resources (ISLR) department at the
Ohio School for the Deaf serves Ohio
Northeast Representatives: Jean Parmir ISLR Administrator pre‐K‐12 schools, public school
Lisa Petrucci, Beachwood Schools Parmir@osd.oh.gov interpreters, and interpreting students.
Carol Black, Canton City Schools
ISLR provides professional
Margaret DiMaria Murphy
Central Representatives: development for interpreters, including
Lead Interpreter Educator
workshops across the state. Additional
Sarah McKinney, Franklin Co. ESC Murphy@osd.oh.gov
services include assessment of
Julie Loedding, Columbus Public
Dawn Watts Interpreter Educator interpreting, ASL assessments,
Southwest Representative: WattsD@osd.oh.gov mentoring, and internships.
Sherry Miller, Dayton City Schools
Signals is published quarterly in
Mary Roark, Jackson Local Schools Sara Paullin Casto
January, April, July and October by
Interpreter & Internship Coordinator
Southeast Representatives: ISLR. The editor is Sara Paullin Casto.
Casto@osd.oh.gov
Past issues are archived on our web
Tammy Dearth, East Muskingum
Trudy Halker Interpreter site. If you would like to receive this
Member‐at‐Large: Halker@osd.oh.gov newsletter, join our mailing list.
Patricia Maille
Contact us or visit our website for more
Yveetes Dorton ISLR Secretary information.
Email Advisory Committee members Dorton@osd.oh.gov
at ISLRAdvisory@osd.oh.gov Information in this newsletter is
(indicate who should receive the Interpreting and Sign Language Resources gathered from a variety of sources.
email & the message will be receives funding from the Ohio School for ISLR does not endorse workshops or
the Deaf and the Office for Exceptional materials unless specifically stated.
forwarded)
Children, through a grant from Title VI‐B. Submissions may be edited.
