kentucky school for the deaf statewide family …summer+#2... · ronda bilz at [email protected] or...
TRANSCRIPT
Kentucky Lions Youth
Camp
July 4-8, 2011
Lebanon Junction, KY
*for boys and girls from ages 6-15
who are deaf and hard of hearing and
residents of Kentucky
For more information go to:
www.lions-campcrescendo.org/
deaf_camps.html or
1-502-833-3554
1-888-879-8884
Deaf Youth Sports
Festival
July 25-31, 2011
Louisville, KY
*for boys and girls ages 5 through
high school graduation
For more information contact: Ronda Bilz at [email protected] or www.facebook.com/TeamMDO
May Summer 2011 Volume 7, Issue 5
Statewide Family
Support Newsletter
SFSC Staff:
Wilton McMillan
Director of Outreach for
Statewide Support Services
(859)309-6509 VP or (866)327-2960 VP
Linda Cannon
Family Support Resource Specialist
(859)936-6722 or
Jackie Day
Family Support Resource Specialist
(859)936-6732 or
Teresa York,
Administrative Secretary
(859)936-6744 or
Inside this issue:
Tips for Working
with Interpreters
Technology to
Facilitate Com-
munication
2
3
15 Principles for
Reading
Ready! Set! Sign!
4
5
Resources on
Deaf Culture
KAD Conference
DCMP
6
7
Statewide Hap-
penings 8-
9
KSD Happenings
10
14
KENTUCKY SCHOOL
FOR THE DEAF
OUTREACH
DEPARTMENT
KSD Academic Summer School June 5– 17, 2011
Kentucky School for the Deaf
Danville, KY Elementary/MS (K – 8)
Summer School for
Deaf and Hard of Hearing Students from KSD and School Districts
Across the State
For more information contact: Melissa Sheets
Director of Special Education 859-936-6790
Page 2 Statewide Family Support Newsletter
Useful Tips for Educators Working With Interpreters
The students in your class will more than likely be curious about the interpreter in the classroom
and possibly fascinated with sign language. Introduce the interpreter to the students explaining his/
her role in the classroom. If you choose, the interpreter may in-service the students on deafness,
how to communicate with the deaf student/s, and teach some basic introductory signs. However, if
the deaf student feels comfortable and wants to, allow him/her to introduce himself/herself and
teach the class signs. It is important for the deaf student(s) to feel that they are part of the class and
this may, in addition, help the students as well as the deaf student feel a little more comfortable with
each other providing the different mode of communication between them.
The interpreter may stand next to you but a little behind as to not distract you. This enables the
student to follow the interpreter and the teacher at the same time, this is known as the sight line.
Don't be surprised if the interpreter follows you around; again they are staying in the sight line with
you the teacher. It's important to note that not all interpreters will stand next to you - it is becom-
ing more common now especially in College for interpreters to sit in front of the deaf student espe-
cially when the class is going to be an or hour or more.
It can be hard for the interpreter and the deaf student to follow different conversations when more
than one student is talking. It would be helpful to instruct your class to take turns when speaking so
that the interpreter will have the opportunity to render the message to the deaf student. At times
the interpreter may interrupt you or ask you to slow down so that he/she can deliver the message.
As stated in the previous section above, speak to the deaf student directly and not the interpreter.
Trust that the interpreter is rendering the message faithfully, they will not interject personal opin-
ions or feelings. This will enable the deaf student to feel involved and not feel like a 3rd person. This
also pertains to the deaf student. Be sure he/she talks to you directly; however, keep in mind that
some deaf individuals will focus some attention on the interpreter to ensure that the interpreter is
following along or to be sure the Interpreter is saying what they want him/her to say verbatim.
As the mainstream teacher, you might find it useful to attend interpreting and deaf related work-
shops. If we hold students accountable, we must first make sure we have been fully accountable-on a
consistent basis for all the appropriate accommodations.
Educational Interpreters have a planning period as do teachers or at least they should. Interpreters
use this time to keep up with subject material and vocabulary that is specific to the material. It
would be helpful if you could inform the interpreter of any movies that you are planning to show
that are not closed captioned, as well as any material to be used in the lesson plan. It is also vital the
interpreter have a copy of the book used for the class. Note: If you are showing a film that is not
captioned, remember that there must be some visual light for the student to see the interpreter.
Deaf students cannot take notes and watch the interpreter at the same time; you may want to ask a
fellow classmate if they don't mind taking notes for the deaf student if the deaf student does not
mind. Some deaf students do not want someone to take notes for them and prefer to get by on
their own. You could also copy your own notes for the deaf student.
Deaf students are visual learners just as some of the other students may be. It would be much ap-
preciated by these students if you could make use of visual aids whenever possible such as using an
overhead projector, or writing on the board. This is also helpful for the interpreter as they need
periodic breaks to help prevent the over-use syndrome (Carpal Tunnel) which is damage to the
median nerve. This also gives the deaf students’ eyes a rest, watching intently on the interpreter's
hands can be very tiring and can cause headaches. Deaf students can't look around or put their head
down or they will miss information.
“Let the deaf
student teach
the class some
signs, if he/she
is comfortable
in doing so!”
“Interpreters
are not aides,
they are
professionals!”
Page 3 Volume 7, Issue 5
Useful Tips for Educators Working With Interpreters (con’t)
Some deaf students may be more reserved than other deaf students. One reason is due to the
communication barriers they face with hearing students. Include the deaf student in class conver-
sations; ask them questions; allow them to be part of the class. This will also give you an idea if
the student is following along with the subject material.
It is vital to be aware of each deaf student's needs. Not all-deaf children have the same needs or
use the same form of communication. There are sign systems that some deaf children use that are
different than American Sign Language. Some deaf students are what we call "oral" meaning they
rely on speech reading and voicing for communication. If you have a deaf student who is "Oral"
they will have an Oral Interpreter who will sit in front of them and mouth exactly what is being
relayed in the class. It is also important to know that many deaf children who grew up using man-
ual communication rather than English may have grammar skills that are behind their peers. This
does not mean the deaf student is ignorant or cannot comprehend, you must remember that
American Sign Language or other Manual forms of Communication cannot be written down as
English and that American Sign Language has its own grammatical and syntax structure.
It is also important that you expect the same quality of work from these deaf students as you do
hearing students. Do not take pity because they are deaf - they are smart and need to be pushed
to succeed just as anyone else does. Do not let them use their deafness as a crutch. Remember,
the only difference is they cannot hear.
There are many variations of deafness and sign language and we as educators must be knowledge-
able of these variations.
Lastly, it is important to understand that no matter what title your school district uses for an
interpreter, interpreters are NOT aides; they are professionals just as you are and go through
State or National Testing. Some states do not require testing for one to be an interpreter howev-
er; it is highly recommended that they do. One of the tenants of the Code of Ethics that inter-
preters follow states "Interpreters shall strive to further knowledge.‖ It is also important to know
that there are A.S, BA and Masters programs for interpreters.
For more information on Interpreting and Deaf Culture, be sure to check out the Deaf Culture and
About ASL sections of the Web site cited below..
Information taken from: http://www.aslinfo.com/terptips.cfm
Technology Facilitates Communication for Students Who Cannot Hear
Three Georgia schools that serve students who cannot hear or have hearing loss are using VPAD
videoconferencing devices. The VPAD is similar to a tablet PC. This device allows students to com-
municate using sign language. The video call looks like calls made with SKYPE.
The three schools in Houston County Georgia include an elementary school, middle school and a high
school. The high school students use the technology to teach math problems, and to read stories to
the younger students. One teacher uses the VPAD to communicate with the students’ families.
For more information read the article in the Macon Telegraph at:
www.macon.com/2011/04/25/1537026/technology-helps-hearing
-impaired.html
For information about the VPAD to:
www.viable.net/product/vpad
A new online resource in American Sign language is now available from the Clerc Center! The re-
source explains the 15 Principles for reading to Deaf Children through ASL with captions and voice
over. David R. Schleper (1997) outlined these 15 principles for adults to use when reading to deaf
and hard of hearing children in his book, Reading to Deaf Children: Learning from Deaf Adults. His re-
search was based on what deaf parents do when reading to their deaf children. The 15 principles are
listed below. For full explanations of these principles go to the Laurent Clerc National Deaf Education
Center’s website:
http://www.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/
Language_and_Literacy?literacy_at_the_Clerc_Center?Literacy-It_All_Connects/
Reading_to_Students.html;
The deaf parents:
1. Translate stories using American Sign Language. Focus on concepts and use lots of fin-
gerspelling.
2. Keep both languages (ASL and English) visible. Make sure children see both the signing
and the words and pictures.
3. Elaborate on the text. Add explanations about the text to make it more understandable.
4. Reread stories on a “story telling” to a “story reading” continuum. The first few times,
make sure the student understands the story. Then, slowly, focus more and more on the text.
5. Follow the child’s lead. What does the child want to read? What if the child wants to read
just one part of a book, then move to another? Follow the child.
6. Make what is implied explicit. Make the hidden meaning clear.
7. Adjust sign placement to fit the story. Sometimes sign on the page. Sometimes sign on the
child. And sometimes sign in the usual place.
8. Adjust the signing style to fit the story. Be dramatic. Play with the signs and exaggerate
facial expressions to show different characters.
9. Connect concepts in the story to the real world. Relate the characters to real events.
10. Use attention maintenance strategies. Tap lightly on your child’s shoulder, or give a gentle
nudge to keep his or her attention.
11. Use eye gaze to elicit participation. Look at the child while reading.
12. Engage in role playing to extend concepts. Act out the story after you have read
it.
13. Use ASL variations to sign repetitive English phrases. If you are using the same
phrase over and over, vary the signs.
14. Provide a positive and reinforcing environment. Encourage the child to share
ideas about the story and support the child’s ideas.
15. Expect the child to become literate. Believe in the child’s success
and read, read, read!!!
―Follow the
child’s lead
when
reading to a
child!‖
Page 4 Statewide Family Support Newsletter
15 Principles for Reading to Deaf Children (Schleper, 1997)
Melissa Mills the Coordinator of Sign Language/Interpreting Services Department for the Louisiana
School for the Deaf (LSD) bought 500 copies of the program Ready! Set! Sign!
Why did she but this program? LSD was searching for an easy to use, beginner level ASL program that
could be given to their parents/families of deaf students and new employees. After researching many
products, they decided to buy Ready! Set! Sign! It is an all-in-one tool that anyone can use. No inter-
net required!
The ASL models and video clips are enjoyable to watch and very entertaining and fun. Best of all, the
lessons begin with gestures and signs many people already know. This helps the average hearing learner become comfortable by identifying ASL with natural facial and body expressions used every-
day. Ready! Set! Sign! Is a helpful resource to parents/families in rural areas who are unable to attend
local classes. It is also economical at the low cost of $24.95
The signs taught in Ready! Set! Sign!! (RSS) are all ASL-based and (1) are totally accurate for use in
communicating through American Sign Language (which has its own word-order syntax) and (2) are
totally accurate for use in communicating through Pidgin Signed English (which follows English word
order). The grammar concepts taught focus on core skills necessary for communicating in both ASL
and Signed English; although, many additional grammar concepts and sign idioms are needed for fur-
ther fluency in ASL beyond the intermediate level. RSS is meant for the absolute beginning signers and
will bring them up through the Intermediate level of signing. Those who know some signing can jump
in somewhere along the learning continuum.
Ready! Set! Sign!
Provides over 13 hours of video instruction!
Teaches over 1,250 ASL-based signs equating to more that 3,000 English words!
Teaches major ASL grammar concepts, fingerspelling and numbers!
Provides practice with immediate feedback after every instructional segment!
Ends lesson with a Cultural Moment video providing valuable information about deafness, deaf
people, and Deaf Culture.!
5th annual Statewide Kentucky Cochlear Implant Fun Day
will be held at the Lexington Hearing & Speech Center’s
New Building, 350 Henry Clay Boulevard, in Lexington,
on Saturday August 27, 2011 from 11:00 to 3:00.
Any family in Kentucky whose child has a cochlear implant is invited to
participate (all communication modes are welcome). There will be
food, games, and activities for the whole family. This is a fun way to
meet new families and share your experiences!
For more information, please contact Shelby Rutledge
([email protected]) or 859-268-4545.
Ready! Set! Sign!
5th Annual Cochlear Implant Fun Day
“Ready! Set!
Sign..a
comprehensive
Sign Language
course ona single
DVD for beginning
signers from age
10 to adult!”
Page 5 Volume 7, Issue 5
Go to :
www.readysetsign.com
for more information!
There are a multitude of resources listed when you do a internet search on Deaf Culture. In this
issue of the newsletter we have identified some books that you might be interested in buying or bor-
rowing from your local library. There are many others and these have been included because they
are the most recent, and not because we are advocating them. Please do your own search or find a
way to immerse yourself in the deaf community to get a better understanding.
“Members of
the Deaf
Community
see „Deafness
is a difference
not a
disability!”
Page 6 Statewide Family Support Newsletter
Resources on Deaf Culture
Kentucky Hands & Voices is
pleased to announce the start
of our Guide By Your Side
(GBYS) program. GBYS pro-
vides unbiased, emotional sup-
port and resources by trained
Parent Guides to families with
children who are deaf or hard
of hearing.
Every parent guide is the par-
ent of a child who is deaf or
hard of hearing. Through di-
rect peer connections, Guides
promote self-efficacy and re-
duce isolation by exploring our
common bond, shared experi-
ences, wisdom and insight.
Guides provide access to local,
national and web-based re-
sources. By providing infor-
mation and resources, Guides
empower families to make
decisions that are right for
their child and their family.
We are thrilled to have added
three Parent Guides to our staff - Ann Pipes in Louisville,
Nola Thompson in Bowling
Green and Amariah Leasor in
Lexington. The program offi-
cially kicked off in January with
our official Guide Training facil-
itated by the outstanding train-
ers of Hands & Voices Nation-
al. We officially have six fami-
lies currently in the program
and are anxious to touch more
families.
If you would like to learn more
about Kentucky Hands & Voic-
es or our Guide By Your Side
program, please check out our
website:
www.kyhandsandvoices.org or
contact us at
1-888-398-5030.
Kid-Friendly Parenting
by Daria J. Medwick
and Denise Chapman
Weston
Inside Deaf Culture by
Carol A. Padden and
Tom L. Humphries
Deaf in America:
Voices from a Culture
by Carol Padden and
Tom Humphries
Understanding Deaf
Culture
by Paddy Ladd
43rd Biennial Kentucky Association for the
Deaf (KAD) Conference “Building Leadership, Communication, and
Collaboration”
June 16-19, 2011
Griffin Gate Marriott Resort and Spa
Lexington, KY For more information about conference registration, hotel rates,
please contact: chairperson Rhonda Bodner, [email protected]
or co-chair Arlen Finke at [email protected].
For sponsorship, exhibits, workshops, advertisements and dona-
tions information please contact Sharon White,
For information about the Miss Deaf Kentucky Pageant, please
contact Barbie Harris at [email protected]. Information is also
available on the KAD website at www.kydeaf.org/conf2011.html.
Page 7 Volume 7, Issue 5
The Described Captioned Media Program (DCMP) has a monthly newsletter that includes a variety
of topics of interest for parents and professionals. You can subscribe to the newsletter by going
to the DCMP website: www.dcmp.org. You can also access the newsletters by scrolling down
and typing in newsletter on the Site Search on the left side of the homepage. This page will show
the current newsletter as well as the archives of previous newsletters.
The April issue of the newsletters had the following topics:
Enrich and Teach in the Summer
Children and Stress
Child Abuse Prevention
Roses are Red (An article on poetry)
The May issue includes these topics:
Bullying
Transition
Social Skills Cinema Contest
In addition to the article, websites are provided with additional information about the topic. The
newsletter also solicits suggestions and articles from subscribers. In the article , Enrich and Teach in
the Summer, you will find a link to additional ideas to make ―Summertime Cool‖ as well as a
―Summertime Cool Lesson Calendar!‖
DCMP Monthly Newsletters
Page 8 Statewide Family Support Newsletter
Silent Dinners In the Purchase Area
Purchase Area Silent Dinners
Great food and great company!
Families…bring your children…let them meet
others in the Deaf community and learn more
about Sign Language and Deaf Culture! Come,
join the fun…all ages of signers are welcome!!! Thursdays @ 5:30
May 14—Paducah– TGI Fridays—5050
Hinkleville RD Paducah, KY 42003 (270)
415-9009 http://mapq.st/htaZdq
NEW!! Effective Instructional Leadership
Act (EILA) credit- now available for
school personnel.
***Please RSVP to Paula Humphreys each
month by the day before ***
(270) 443-3055
Wilderness Trail & Upper Cumberland Cooperative
The Teacher of the Deaf and Hard of Hearing
cadre meeting for the Wilderness Trail
and Upper Cumberland Cooperatives met on
March 24th at the Pulaski County Library. The
morning session was led by Christina Stacy, psy-
chologist from Kentucky School for the
Deaf. She presented information concerning
Response to Instruction. The afternoon presen-
tation included information concerning technolo-
gy opportunities for Deaf and Hard of Hearing students. This session was led by Artie Grass-
man, Co-Director for Outreach for Kentucky
School for the Deaf. The final cadre meeting for
the year was May 12th at Kentucky School for
the Deaf. The morning included information
about deaf history and a tour of Jacobs Hall. The
afternoon focused on language development
with Karen Wellman, Speech and Language
Pathologist from KSD sharing strategies and
interventions.
Marilyn Holderman
Consultant for Deaf and Hard of Hearing Serving Wilderness Trail and Upper Cumberland
Education Cooperatives
Phone (859) 936.6748
Fax (859) 239.7006
American Association for the Deaf Blind
The AADB 2011 National Symposium The 24th AADB Symposium will be held on June 19-24 at the
Drawbridge Inn Hotel, Fort Mitchell, Kentucky
(Across the river from Cincinnati, Ohio)
Highlights include:
Pre-Symposium SSP Training Workshop Demonstration Room
Get Acquainted Party for First Timers Awards Lunch and Ceremony
Sunday Evening Opening Session with Keynote Speaker Talent Show
Afternoon Workshops Walk-A-Thon
Morning business Meetings Thursday evening Banquet and Dance
Full day Exhibit Hall
For more information to to: www.AADB.org
Northern Kentucky Coopertive
Page 9 Volume 7, Issue 5
Captioned Movies
Showcase Cinema De Lux
7860 Mall Road
Florence, KY 41042
1-800-315-4000 or
go to www.captionfish.com Enter your zip code and get all the information about theaters,
times and movies that are captioned.
Cincinnati Reds Support Hearing Speech & Deaf Center
Fundraiser for the Hearing Speech & Deaf Center
Cincinnati Reds Game vs Philadelphia Phillies
August 29, 2011 @ 7:10 P.M. For more information contact:
Kristine Whitaker at the Hearing and Speech Center
1-513-221-0527 ext 108
1-513-317-5133 or
kwhitaker@hearing speech deaf.org
Mail order tickets deadline is August 18
and pick up tickets deadline is August 26
Once again Eastern Kentucky University and
Vocational Rehabilitation will be sponsoring the
Summer Transition Enrichment
Program (STEP) the week of June 25th
through June 30th.
This is a unique program designed to pro-
vide students who are deaf or hard of hear-
ing an opportunity to experience some of
the challenges encountered when entering a
university, community or technical college.
Participants will engage in a variety of activi-
ties while staying at the Eastern Kentucky
University campus dormitories throughout
the week.
Registration is due by May 15th, and
applicants will be notified of their ac-
ceptance by June 1, 2011.
For more information and to obtain
an application packet contact:
Cindy Downey
Eastern Kentucky University
1-859-622-2568 (office)
1-859-539-2701 (cell)
Summer Transition Enhancement Program (STEP)
Page 10 Statewide Family Support Newsletter
Calendar of Events
May 2– 6….NRT Testing
Window
May 5…..Athletic Ban-
quet for all Sports @ 6:00
P.M.
May 6….Walker hall
Derby
May 6…...Middle School
Medieval Age Cultural Fair
May 7…..High School
Prom 8:00-11:00 @ Zirn-
held Farm
May 13….Elementary and
Middle School Spelling
Bees
May 17….NO SCHOOL
Election Day
May 18...School-wide
Picnic @ Grow Hall
May 19….Elementary
Star Day @ 10:00
Middle School Awards
Program @1:30 (both in
Thomas Gym)
May 20….High School
Academic Awards @
10:30 in Thomas Gym
May 20...Graduation @
2:00 in Thomas Gym
May 23...Staff Apprecia-
tion Luncheon
May 23-27….Senior Trip
(tentative)
June 4-5…...Family Learn-
ing Vacation
June 6-17…..K-8 Summer
School
Aug 7...Registration for
2011-2012 school year
Aug 8….1st day of school
New Employees
Melissa Sheets
Director of Special Education
Melissa will oversee special education services
for students at KSB and KSD and is responsible
for coordinating the Summer School Program
for both schools.
Melissa has12 years of classroom experience
teaching students with a wide range of disabili-
ties at the elementary, middle and high school
levels. She also achieved National Board Certifi-
cation in 2003.
Her resume also includes experience at
the Kentucky Department of Education (KDE) and Fayette County Schools. She
served on the Kentucky Council for Chil-
dren with Behavior Disorders Executive Board,
the Special Education Advisory Group for
Infinite Campus, and was co-lead for the
statewide Autism initiative.
Tracy Wilson
Operations Manager
Tracy is a lifetime resident of Danville and Boyle
County. She is the daughter of Dale and Betsy
Wilson. She has a 7-year old daughter, Calee.
She will marry Steve Carroll in June.
Tracy was a real estate agent for 26 years with
Century 21 in Danville. She came to KSD from
the Real Properties Division of Finance in Frank-
fort.
KSD extends a warm welcome to Tracy
and Melissa!
Page 11 Volume 7, Issue 5
Bradley Michael Chappell
Hustonville
Lee Albert Curry IV
Louisville
Andrew Floyd
Stanford
Ivan Gonzalez
Louisville Jonathan Coleman Johnson
River
Joshua Lynn Olinger
Hazard
Brittany Nicole Seward
Hodgenville
Aaron Dale Smith
Grays Knob
Christina Dawn White
Irvine
Shanice Marva White
Frankfort
Kentucky School for the Deaf
(KSD) has embarked on an
ambitious project to install and
maintain an outdoor classroom
next to the Kerr Classroom
Building which houses classes
for middle and high school
students.
Phase 1 was completed in fall
2010 when an outdoor amphi-
theater and seating project,
funded by Lowe’s, was com-
pleted. Four large cast iron
planting urns were moved from
Lee Hall (1928-2010) before it
was demolished and installed
on either side of the front of
the stage.
Staff and volunteers are now
landscaping the area adjacent
to the stage and behind the top
row of seats. KSD applied for
assistance in landscaping the
area and eventually creating an
outdoor classroom area with
the amphitheater as its center.
The Garden Club approved the
project and has been working
with the KSD Outdoor Class-
room Committee since Winter
2011.
In mid-April, the Garden Club
and KSD volunteers planted a
living screen of native trees and
bushes behind the stage as a
stage backdrop. It will block
the view of traffic passing on
Second Street and other visual
distractions. We planted ten
trees and plan to plant shorter
bushes in the area later – prob-ably in late fall. All plantings
will be native plants.
On April 12 the pre-school to 5th grade students participated in a Earn the Right to Go Trip to the
Kentucky Railway Museum in New Haven. The ride lasted for one and a half hours and included
lunch in the dining car, and a visit from the Easter Bunny who handed out candy.
KSD Outdoor Classroom
Interpreting Our History
about KSD’s early history in
ASL. Dr. Bradley Nystrom,
professor emeritus of Centre
College, served as the project’s
academic advisor and re-
searched and wrote the scripts.
The authentic and entertaining
production was based entirely
on materials and photos in the
Jacobs Hall Museum archives.
ASL interpreters interpreted
the play for hearing audience
members. Over seventy-five
adults attended the perfor-
mance and toured the Museum.
The six plays were: Teaching the Deaf – New
World Ways. Student Life in a Residential
Setting; Warrick Hall: The
Colored School; Did You Know? Facts about
KSD’s First 100 Years; Oma and Sophia: Kentucky’s
Own Helen Keller Batty about Baseball –
KSD’s Boys of Summer.
KSD’s Commercial Foods clas-
ses, supervised by Jean Abney,
prepared and served light re-
freshments for the crowd.
To commemorate the twenti-eth anniversary of Deaf Histo-ry Month, Kentucky School for the Deaf and Jacobs Hall Mu-seum presented “Interpreting Our History: A Historical Tour of the First 100 Years of Ken-tucky School for the Deaf,” at Jacobs Hall on Thursday, March 24, 2011. The event was sponsored in part by a grant from the Kentucky Hu-manities Council Middle school and high school
students, directed by teachers
Paula Meckes and Ann Arnold,
performed six original plays
Page 12 Statewide Family Support Newsletter
Walker Hall Students Ride the Cottontail Express
The state of Kentucky is asking parents to complete an annual (yearly) review of their child’s Individual
Learning Plan (ILP). This can be done at any time during the year, and at any time day or night from
your home computer. (If you don’t have computer access at home, you may use a free public com-
puter at your public library) To do this, you will need the parent access information and your private
username and password from your child’s school. All KSD parents should have received this infor-
mation in their child’s 3rd quarter report card. If you did not receive the information or want to know
more about the ILP, please feel free to contact Judy Burkhead, KSD Career Teacher
([email protected] or (859) 936-6636) to get the information.
Once you have your password and username follow these directions to complete the annual review:
1. Log into your child’s ILP – click on each section in the blue listing on the left of the page to see
your child’s work.
2. There is a ―quick link‖ box in the center of the page with a listing for ―Annual ILP
Review.‖ Please click on that.
3. Click on the grey Bar ―Parent/Guardian ILP Review.
4. Click the ―yes‖ button, write any comments to your child about his work you wish and click
save.
5. Click the ―log out‖ button on the bottom left of the ILP page.
Every student in the state of Kentucky grades 6 – 12 has an ILP. We believe the ILP is a very im-
portant tool for your student to use in order to help them keep key information about their school
experience, and to begin to focus on what they want for their future life. The ILP can also be used to
create a professional resume when they want to apply for a job. You will also notice on the right side
of the ILP page a box where you can send your child comments about their work. The ILP is available
to you and your child 24 hours a day all year long. The ILP has many different resources and valuable
information that you and your child can use as you begin to think about future plans following gradua-
tion from KSD. Again, if you don’t have internet access, you can go to your public library, and use a
computer there to look at your student’s ILP. Most of the students have enjoyed this process, and I
hope that this will help them make a successful transition from school to the real world when the
time comes. As always, if you have questions or concerns, please feel free to contact me.
Judy Burkhead
Career Teacher ww.careercruising.com
Important Information for Parents/Guardians for all 6th-12th Graders
Page 13 Volume 7, Issue 5
IT’s time to register
Family Learning Vacation 2011 Saturday & Sunday, June 4 & 5, 2011.
Please look for more FLV updates as they become available and for a registration form on the
web at www.ksd.kyschools.us under the Outreach tab and then go to the SFSC link.
For additional information or to register for
Family Learning Vacation 2011 contact Linda Cannon at 859-936-6722 or [email protected] or
Jackie Day at 859-936-6732 or [email protected].
FLV is a weekend learning event for the entire family. Families will attend sessions with a variety of speakers, and panel discussions with deaf and hard of hearing adults and parents of deaf and hard of hearing children. Families will also participate in discussions and net-working activities with other families. Children will participate in a variety of fun activi-ties.
Registration Form on
last page
Walker Hall students shared La Fiesta Grande – a celebration of Mexican music, dance, crafts and
food — with the KSD campus in March. Ms. Brenda Prescott shared what she learned in Mexico last
summer from her Fulbright Grant. This celebration was a culmination of a unit that all of the students
studied entitled, ―Art in Mexico: Communicating across Centuries and Cultures.‖ For more infor-
mation about this unit go to the KSD webpage at www.ksd.kyschools,us and click on the link for the
Fulbright Grant.
Elementary Students Participate in “La Fiesta Grande”
Middle School Medieval Faire
There were performances in
drama, music, and dance.
There was also a tournament
for the Knights. There were
booths like the faires in medie-
val times. The students sold
soap, candles, hairpieces, food
and toys.
The Students made the goods
and practiced for the faire dur-
ing Arts and Humanities classes
on Fridays throughout the se-
mester. It was a an enjoyable
learning experience for all who
participated.
The Middle School Medieval
Faire was May 6th at the Out-
door Amphitheatre/classroom
beside Kerr Hall. Scott Haun
and Karen Schulz were chosen
by the students to be the King
and Queen of the Faire.
“These were
enjoyable
learning
experiences for
all the
students!”
Page 14 Statewide Family Support Newsletter
The Kentucky School for the
Deaf (KSD) has partnered with
SchoolTube.com to create, not
captioned ―How TO‖ videos,
but ASL interpreted videos.
SchoolTube is a safe alternative
to YouTube and other video
publishing sites. All videos
placed there are by or for stu-
dents and education. All videos have to be pre-approved be-
fore being posted by teacher
moderators.
SchoolTube has made many
videos about how to use
SchoolTube’s site as well as
how to make good movies.
KSD decided that our students
and deaf/HH staff were not
getting full access to these
great tools, and SchoolTube
agreed. We offered the certi-
fied interpreters and our ability to produce high quality videos
to SchoolTube. They provided
the original ―How To‖ films.
Together we are making these
films accessible to our students
and staff.
Follow the link below to look
at our first effort. You can also
conduct a Google search for
SchoolTube, and go to videos.
There you can type in How To
Register a Student in ASL.
More to come soon!
www.schooltube.com/video/
ed2caa2db8f2e53e29f5/SchoolTube-How-To-Register-
A-Student-Sign-Language
Kentucky School for the Deaf Partners With SchoolTube
NONPROFIT ORG U.S. Postage Paid
Danville, KY PERMIT NO 42
SFSC—KSD PO Box 27 Danville, KY 40423
RETURN SERVICE REQUESTED
STATEWIDE FAMILY SUPPORT CENTER Kentucky School for the Deaf
NEWSLETTER
May Summer 2011 Serving Kentucky’s Families with Children who are Deaf
and Hard of Hearing
Find us on the internet at www.ksd.kyschools.us
Go to the Outreach page
Click on Statewide Family Support Services