Program Benchmarks FLINT, MI

Program Objective:  To prepare entry-level interpreters who are ethical, professional, and possess skills to continue to advance.

What is a Entry-Level Interpreter? Language Skill Level  Interpersonal Communication  ASL: Advanced Mid  English: Advanced High  Presentational Speaking  ASL: Advanced Low  English: Advanced High  Interpretive Listening  ASL: Advanced Mid  Eng: Advanced High Critical Thinking Skills  Proficient level on reflection journal rubric Interpreting Skills  Proficient level on ASL to Eng and Eng to ASL rubrics and interactive rubric NCSSFL-ACTFL Global Can-Do Benchmarks Pg. 4-5

Year One ASL/ENG Outcomes  Interpersonal Communication  ASL: Novice High  English: Intermediate High  Interpretive Listening  ASL: Novice High  Eng: Intermediate High  Presentational Speaking  ASL: Novice High  English: Intermediate High NCSSFL-ACTFL Global Can-Do Benchmarks Pg. 4-5

Year One: ASL/ENG Interpersonal Communication and Interpretive Listening Assessments  Students must take and pass ASL 101 and 102 with a “C”or above. (ASL)  This course introduces basic ASL vocabulary used in everyday communications.  Students must take and pass ENG 101 and 102 with a “C”or above. (English)

Year One: ASL/ENG Presentational Speaking Assessments  In ASL classes students will be expected to do personal narrative and an ASL story retell.  Retell: The Signing Naturally Level One- Six curriculum has the Timber Story, Gum Story, Gallaudet and Clerc Story, etc. which also have rubrics to use for measuring competency. (ASL)  Personal Narrative: The Signing Naturally Level One- Six curriculum provides examples of narratives. (ASL)  Students must take and pass a public speaking class with a “C” or better at the university. (English)

Year Two ASL/ENG Outcomes  Interpersonal Communication  ASL: Intermediate Medium  English: Advanced Low  Interpretive Listening  ASL: Intermediate Medium  Eng: Advanced Low  Presentational Speaking  ASL: Intermediate Medium  English: Advanced Low NCSSFL-ACTFL Global Can-Do Benchmarks Pg. 4-5

Year Two: ASL Interpersonal Communication and Interpretive Listening Assessment  SLPI: Intermediate Able to discuss with some confidence routine social and work topics within a conversational format with some elaboration; generally 3-to-5 sentences. Good knowledge and control of everyday/basic sign language vocabulary with some sign vocabulary errors. Fairly clear signing at a moderate signing rate with some sign misproductions. Fair use of some sign language grammatical features and fairly good comprehension for a moderate-to-normal signing rate; a few repetitions and rephrasing of questions may be needed.

Year Two: ASL/ENG Interpersonal Communication and Presentational Speaking Assessments  Students must take and pass ASL 3 & 4 with a “B” or above. (ASL)  Students will be expected to do ASL retell and personal narratives. The curriculum provides rubric that can be used. Students should get a ”3” or above on both the retell and narrative.  Students must participate in a public speaking event that has feedback given (i.e. Toastmasters gathering) (English)

Year Two: English Competency Assessment  Take and pass a writing intensive course with a “C” or better at the university.

Year Three ASL/ENG Outcomes  Interpersonal Communication  ASL: Intermediate High  English: Advanced Mid  Presentational Speaking  ASL: Intermediate High  English: Advanced Mid  Interpretive Listening  ASL: Intermediate High  Eng: Advanced Mid NCSSFL-ACTFL Global Can-Do Benchmarks Pg. 4-5

Year Three: ASL/ENG Interpersonal Communication Assessment  Students must work in groups to create a video that can be distributed to organizations to teach appropriate Deaf and hearing cultural and communicative behaviors. (Students can watch “A Sign of Respect” to get ideas.) Instructors can grade using rubric from VRSii pg. 30

Year Three: ASL/ENG Presentational Speaking Assessment  Do a ASL Story Retell: For example: Bike Accident Story using rubic such as the one from VRSii PowerPoint pg see next slide. (ASL)  Students must participate in a public speaking event that has feedback given and show improvement from previous year. (i.e. Toastmasters gathering) (English)

Year Three: ASL/ENG Interpretive Listening and Demonstrate Interpreting Competency Assessments  Students must interpret selected parts of a lecture – Both ASL to English and English to ASL. Instructors can use the interpreting rubric from VRSii ASL to Eng and Eng to ASL handout.  Source Material:  TedTalks  Street Leverage  Tedxislay

Year Three: Interpreting Knowledge and English Competency  Pass a national written exam  Examples: NIC written, EIPA written  Pass English competency exam  BEI written

Year Four ASL/ENG Outcomes  Interpersonal Communication  ASL: Advanced Mid  English: Advanced High  Interpretive Listening  ASL: Advanced Mid  Eng: Advanced High  Presentational Speaking  ASL: Advanced Low  English: Advanced High NCSSFL-ACTFL Global Can-Do Benchmarks Pg. 4-5

Year Four: ASL Interpersonal Communication and Interpretive Listening Assessment  SLPI: Advanced Able to have a generally shared conversation with good, spontaneous elaboration for both social and work topics. Broad sign language vocabulary knowledge and clear, accurate production of signs and fingerspelling at a normal/near-normal rate; occasional misproductions do not detract from conversational flow. Good use of many sign language grammatical features and comprehension good for normal signing rate.

Year Four: ASL Presentational Speaking Assessment  Students will present a prepared presentation in ASL and use rubric from VRSii found on page 33. (ASL)

Year Four: English Presentational Speaking Assessment  Students must participate in a public speaking event that has feedback given and show improvement from previous year. (i.e. Toastmasters gathering) (English)

Year Four: Demonstrate Interpreting Competency  Mock Interpreting Event: Deaf and hearing individuals will be brought into the class for mock interpreting scenarios that address a wide range of registers. (ASL and English) **This will address Interpersonal Communication and Interpretive Listening skills in both ASL and English.***

Year Four: Demonstrate Interpreting Competency Rubric

Demonstrate Professionalism with Critical Thinking Assessment  Ethical Scenario  Select and ethical scenario from ”Encounters with Reality: 1,001 Interpreting Scenarios” by Brenda Cartwright for students to reflect, think critically, and respond in written English. Teachers can evaluate responses using the Reflection Journal Rubric found on page 24 of VRSii PowerPoint

Expected Rating: Minimum of proficient in all categories.