RID Fall 2023 VIEWS

VIEWS ISSUE 40 | VOLUME 4 | FALL 2023

EDUCATION

Recipe for Success: The Interpreter Educator’s Guide to the Flipped Classroom Complexities in Educational Interpreting: An Investigation into Patterns of Practice (2nd Edition) Active Shooter Incident Response and American Sign Language Interpreters for the Deaf & Hard of Hearing

1

OUR TEAM

BOARD OF DIRECTORS

President | Ritchie Bryant, CDI, CLIP-R Vice President | Dr. Jesús Rēmigiō, PsyD, MBA, CDI Secretary | Jason Hurdich, M.Ed, CDI Treasurer | Kate O’Regan, MA, NIC Member-at-Large | Traci Ison, NIC, NAD IV Deaf Member-at-Large | Glenna Cooper Region I Representative | Christina Stevens, NIC Region II Representative | M. Antwan Campbell, MPA, Ed:K-12 Region III Representative | Vacant Region IV Representative | Jessica Eubank, NIC Region V Representative-Elect | Rachel Kleist, CDI

HEADQUARTERS STAFF

2

Chief Executive Officer | Star Grieser, MS, CDI, ICE-CCP Human Resources Manager | Cassie Robles Sol Affiliate Chapter Liaison | Dr. Carolyn Ball, CI & CT, NIC Director of Member Services | Ryan Butts Member Services Manager | Kayla Marshall, M.Ed., NIC Member Services Specialist | Vicky Whitty CMP Manager | Ashley Holladay CMP Specialist | Emily Stairs Abenchuchan, NIC EPS Manager | Tressela Bateson EPS Specialist | Martha Wolcott Certification Manager | Catie Colamonico Certification Specialist | Jess Kaady Communications Manager | Jenelle Bloom Publications Coordinator | Brooke Roberts Director of Government Affairs | Neal Tucker Government Affairs Coordinator | Jimmy Wilson IV, MPA Director of Finance and Accounting | Jennifer Apple Finance and Accounting Manager | Kristyne Reeds Staff Accountant | Bradley Johnson CASLI Director of Testing | Sean Furman CASLI Testing Manager | Amie Santiago, NIC CASLI Testing Specialist | Sami Willicheva

4

CONTENTS

President’s Report

6

CEO’s Report

UPDATES

8 10

Region Reports

AC Chapter Corner

ARTICLES

14

18

Recipe for Success: The Interpreter Educator’s Guide to the Flipped Classroom

Complexities in Educational Interpreting: An Investigation into Patterns of Practice (2nd Edition)

22

24

Active Shooter Incident Response and American Sign Language Interpreters for the Deaf & Hard of Hearing

A Standard of Inclusion: Power, Privilege, and Oppression CEUs

FROM THE DESKS OF RID HQ

27 28 32 CMP Requirements

Newly Certified

Denote Your Certifications

33 34 35 Workshops

Voluntary Relinquishment

Ethical Violation 3

PRESIDENT’S REPORT RITCHIE BRYANT, CDI, CLIP-R | RID PRESIDENT

“RID IS ACTIVELY STEERING OUR PROFESSION...

TOWARDS A HOLISTIC APPROACH THAT UTILIZES COMMUNICATION SOLUTIONS TO ENHANCE THE ENTIRE SPECTRUM OF EDUCATION, BENEFITING DEAF STUDENTS IN ALL LEARNING ENVIRONMENTS.” In a recent legal milestone, a Deaf student achieved victory in the Perez vs. Michigan School case, where the school had initially refused to provide an interpreter. The Supreme Court’s ruling in favor of the student emphasizes the critical importance of ensuring accessible education for Deaf and Hard of Hearing students. This precedent-setting decision serves to underscore the rights of individuals with disabilities and emphasizes the need to accommodate their requirements within educational institutions.

Collaborating with the National Association of Interpreters in Education (NAIE) in response to the Perez vs.

Michigan School case, we highlighted the crucial need for comprehensive support for educational interpreters across the board, from interpreter training programs and professional associations to employment opportunities.

We emphasized that the practice of shifting accountability onto interpreters must come to an end and that it is our collective responsibility to provide comprehensive training for K-12 interpreters. View the joint statement here.

Given the ongoing discourse within the profession concerning language and information deprivation among Deaf children, it is imperative to recognize that this is not a sustainable path for the next generation. Simultaneously, we must play an active role in addressing this issue by focusing on incidental learning. Incidental learning is a crucial component that allows Deaf children in K-12 settings not only to access language but also to understand the discourse process. This includes observing how adults navigate various social interactions, learning how to agree to disagree, and other nuanced social dynamics that are often lacking in their home environments.

A Deaf interpreter is not just a language professional proficient in sign language, but they are Deaf individuals who are experts in understanding the nuances of language and communication from diverse communities. Trained to provide seamless communication through various modes,

4

they play a crucial role in meeting diverse communication needs and fostering cross-cultural understanding between Deaf and hearing individuals.Deaf interpreters play a significant role in the linguistic development of everyone involved. Yes, I mean everyone, as Deaf interpreters can lead incidental learning by exemplifying language discourse with hearing educational interpreters, simultaneously serving as role models for Deaf students in both language acquisition and cross-cultural mediation.

Aspiring interpreters can benefit from the guidance of Deaf interpreters in numerous ways, not limited to language modeling, but also in understanding how information is effectively delivered through interpreting, optimized for Deaf students’ visual learning and spatial comprehension, aspects that traditional interpreting trainer programs or workshops might struggle to adequately address.

In line with RID’s vision, “We envision qualified interpreters as partners in universal communication access and forward-thinking, effective communication solutions while honoring intersectional diverse spaces.” RID is actively steering our profession away from a binary concept of interpreting and towards a holistic approach that utilizes communication solutions to enhance the entire spectrum of education, benefiting Deaf students in all learning environments.

As we move forward from the pivotal outcome of the Perez vs. Michigan School case, it is imperative that we, as a community, continue to advocate for the rights and accessibility of Deaf and Hard of Hearing individuals within educational settings. By nurturing a collaborative environment that prioritizes comprehensive support for educational interpreters, fostering incidental learning, and recognizing the vital role of Deaf interpreters in linguistic development, we can pave the way for a more inclusive and equitable educational landscape. Together, let us honor the spirit of inclusivity and diversity, working tirelessly to ensure that every Deaf child has the opportunity to thrive and succeed in their educational journey.

5

CEO’S

Year in Review: Growth, Le

Star Grieser | RID CEO MA, CDI, ICE-CCP

My grandmother used to say that the one constant in life is that things always change. This past year, 2023, has certainly been an eventful one for RID as there have been a lot of internal changes, a lot of lessons learned, and a lot of growth within RID. Headquarters has said good-bye to some key people in our organization, most significantly our COO, Elijah Sow, is no longer with RID after 16 years of dedicated service to our organization’s operations and support. For a second year in a row, we have also welcomed several new members, especially in communications, in advocacy, in CMP and in Member Services, and have expanded our team significantly in order to sufficiently be able to support and improve our programs and services. With that, in the past year our Ethical Practices Systems has been overhauled and made accessible to ASL-using consumers, our national biennial professional development conference in Baltimore was a raving success and the first national in-person conference in over a decade that actually turned a (small) profit. We’ve also seen a complete redesign of our RID website, an overhaul of our RID Bookstore, and we’re getting ready to roll out some more newly revamped RID programs such as our Scholarships and Awards programs, an Affiliate Chapter Leadership Training Summit, and some more advocacy resources, specifically our our Professional Practice Papers, in the coming year.

6

S REPORT

earning, and Change

As Headquarters reorganizes, we will be taking time to continue evaluating our existing programs - how we’ve always done things - for what we can do better.

We’re developing short monthly surveys for 2024 that seek feedback and input from our members about what works and what doesn’t within our programs and services in the organization. This past month we sent out a survey to all RID members on our member sections for a needs assessment. When that survey closes and we have the opportunity to host some focus groups and interviews, we will be making recommendations and initiating changes for increased member engagement through our member sections. This will set the framework for other similar monthly surveys throughout 2024 for various other programs we offer within RID such as our member benefits, our VIEWS magazine, offerings within our Continuing Education Center, and more. We’re looking forward to hearing from all of you and putting your great ideas to work for our members in the near future in alignment with our goals of enhancing members’ experiences with RID.

and bracing for the impact that Artificial Intelligence will have on our work. The ASL Interpreting Industry is complex and mutli-faceted: from ASL instruction, to interpreter education, to certification, to professional development, to the provision of ASL interpreter services, to the consumer experience with ASL service providers. Now is the time to seize these opportunities to identify those issues and threats, analyze data for trends, and propose universal communications access solutions that create wins for our Deaf consumers, our individual members, our partnering organizations and the Language Service Industry in our continued commitment to advancing the profession.

In advancing our strategic goals, we’re also looking forward to strengthening our organizational relevance with our members, stakeholders and consumers. RID is the number one champion for ASL interpreters in our field and it’s on RID to take a proactive approach as the leading association of interpreters in the country and the world. We’re looking forward to leading the national conversation on the ASL Interpreting industry with our industry partners and stakeholders and having those discussions on the state of the industry and coming trends and disruptions so we’re better prepared to adapt and pivot as an organization and as individuals.

No doubt, we are facing disruptions such as the increasing shortage of interpreters in various sectors

7

Region II Report

REGION REP

Hello from Region II. Region II has been really busy as several of our Affiliate Chapters are working on licensure or updating licensure within their states.

Meanwhile, we are thrilled to begin preparations for our Region II conference coming June 2024. This will be the first conference for us in almost eight years so we are really excited! This conference will be hosted by NCRID but it will be virtual so that everyone will be able to attend. We are lining up great presenters and workshops so be on the lookout for more information in the days ahead.

We are looking to have a blast so see you there!!

M. Antwan Campbell MPA, Ed:K-12, Region II Representative

8

PORTS Jessica Eubank, NIC Region IV Representative

Region IV Report Hello from Region IV! This is my first quarter serving as the Region IV Representative, and several of our Region ACs have also recently gone through a change in leadership, so this quarter was a lot of getting to know each other and setting our goals for Region IV. Our individual ACs have expressed an interest in working more collaboratively across our Region and potentially collaborating with neighboring Regions for things like professional development and community social events, so we look forward to exploring those opportunities in the upcoming quarter. I also had the chance to meet with our Interpreters and Transliterators of Color (ITOC) Members Section Region IV Representative to discuss ways that we can support the work, accessibility, and belonging of our ITOC community. We are looking for a second Region Representative for ITOC – if you are interested please reach out to me at region4rep@rid.org and I will get you connected!

Oklahoma – OKRID OKRID hosted their annual meeting and workshop on Saturday, November 11th. Bill Ross was the presenter, with more than 60 people in attendance. It was a great wrap to 2023!

OKRID will host their 2024 AC Conference in Tulsa, Oklahoma on June 20-22, 2024. We would love to have attendees from around the region join! Save the date is here, and registration will open in the spring: https://okrid.org/event-5494075

Arkansas – ARID ARID is currently transitioning between websites, so some features may be a little bit glitchy in the process. ARID is hosting a couple of workshops in December over Zoom, and all are invited to attend!

They are Friday December 8th 6pm to 9pm CST (0.3 PS/PPO CEUs) – Dr. Jordan Wright presenting Access, Audism, and Assumptions and Saturday December 9th 12pm to 3pm CST (0.3 PS/PPO CEUs) – Dr. Jordan Wright presenting Paternalism in Sexual Health Interpreting. For questions or information on how to register, please contact Nicholas Winchell, ARID President, at president@arkansasrid.org.

9

THE AFFILIATE CHAPTER CORNER Dr. Carolyn Ball CI & CT, NIC This article aims to help newly elected Affiliate Chapter Board Members know where to begin to create a successful and cohesive Board. At this time, it may feel that beginning as a new Board is a significant undertaking, but with a strategic approach you can pave the way for success. Here’s a step-by-step guide to help you begin.

Step 1 First, you will need to familiarize yourself with the Affiliate Chapter (AC). At a minimum, read the Articles of Incorporation, the Bylaws, the mission statement, literature about the organization, the last two years of Form 990 tax returns, financial statements from the previous two years, and the website.

Additionally, you will want to read the minutes of the past Board meetings so that you will have an understanding of what has been happening within the organization. Ask questions if there is anything you don’t understand.

Step 2 Second, you will want to become familiar with RID and learn what resources are available. Below are five tools you will want to become familiar with as an Affiliate Chapter Board Member.

1. Region Meetings The Region Representative will have a monthly AC Council meeting with the Region they represent. You will receive an email from your Regional Representative with further instructions. Check the AC Region Map if you are unsure which Region you are in. Additionally, each AC has an email list that they should be included on. If you are not on the Region or Affiliate Chapter email list, please contact the Affiliate Chapter Liaison.

2. RID AC Handbook The Affiliate Chapter Handbook is a document that will help you become familiar with your role as an AC leader at RID. One of the essential things you will want to note is that the AC is responsible for submitting an annual report to RID. For a complete list of items included in the annual report, please go to page 36 in the Affiliate Chapter Liaison Manual. The critical thing to remember is that the report is due on September 15 every year. The Affiliate Chapter Liaison will email you a form to submit your AC Report.

10

3. Onboarding Information As a new Board, you will need to fill out the RID Volunteer Leadership Agreement Form. Also, you will want to know how the RID Headquarters Team and the Affiliate Chapter Liaison can support you in the operations side of your Affiliate Chapter. Be sure to go to the RID website and see all the members of the RID Headquarters Team and how to connect with them. You will also want to know and become familiar with the RID Board of Directors.

4. RID Social Media As an Affiliate Chapter Board member, you will want to become familiar with the RID social media sites. They are the RID Facebook page and the RID YouTube page.

5. RID Affiliate Chapter Resources 1. Affiliate Chapter Handbook 2. Affiliate Chapter Resource Center a. AC Town Halls b. Affiliate Chapter Webinars - Free CEUs for AC Leadership i. Webinar #1: The RID Affiliate Chapter Handbook: What’s It All About ii. Webinar #2: How to Run an RID Affiliate Chapter Without Running Out of Gas iii. Webinar #3: How to Retain and Organize Affiliate Chapter Documents iv. Webinar #4: How Virginia RID Succeeded in Hosting a Virtual Conference v. Webinar #5: The Basics of Robert’s Rules of Order 3. RID Bylaws 4. RID PPM 5. RID National Board Meeting Minutes 6. RID Annual Reports 7. Post AC Events on RID Website 8. RID Bookstore 9. RID Continuing Education Center 10. RID Journal of Interpretation 11. RID VIEWS Archive

Step 3 Third, you will want to clarify the purpose of your Affiliate Chapter Board. Start by clearly defining the purpose of the Affiliate Chapter Board. What goals do you aim to achieve? Whether improving communication, fostering collaboration, or making collective decisions, having a clear mission will guide your actions.

Step 4 Fourth, identify Key Roles and assign responsibilities from the start, setting the stage for effective collaboration as a team. Make sure to select a communication platform that suits your needs. Slack, Microsoft Teams, or a dedicated website can provide a centralized discussion, updates, and collaboration space.

11

Step 5 Fifth, draft basic guidelines and policies for the Affiliate Chapter Board. Define communication protocols, meeting schedules, and decision-making processes. Having these in place ensures a smooth operational framework. Set up a Meeting Schedule and determine how often the Affiliate Chapter Board will meet. Establish a regular meeting schedule—whether it’s weekly, bi-weekly, or monthly—to maintain consistency and keep everyone engaged. Here are some ideas to help you as you create your Affiliate Chapter Board meeting schedules:

Create Agendas and Minutes Templates:

Foster a Collaborative Culture:

Develop templates for meeting agendas and minutes. The Affiliate Chapter Board helps keep discussions focused by developing templates and provides a structured way to document decisions and action items.

Encourage a collaborative environment from the beginning.

Emphasize the importance of open communication, idea-sharing, and mutual support among Affiliate Chapter Board members.

Launch with a Kickoff Meeting:

Gather Initial Feedback:

Host a kickoff meeting to introduce the new Affiliate Chapter Board to Affiliate Chapters officially.

Communicate the Affiliate Chapter Board’s purpose, goals, and how they will benefit the community.

Use this opportunity to generate enthusiasm and engagement.

After the kickoff, seek feedback from Affiliate Chapter Board members and Affiliate Chapters.

This initial input can provide valuable insights into the effectiveness of your strategies and help make necessary

Starting a new Affiliate Chapter Board is a journey of growth and collaboration. These steps will establish a strong foundation for the Affiliate Chapter Board’s success and create a platform for meaningful engagement among Affiliate Chapters. Good luck with this exciting adventure! If you have any questions, please contact your RID Affiliate Chapter liaison at AffiliateChapters@rid.org.

12

13

Recipe for Success: The Interpreter Educator’s Guide to the Flipped Classroom Marquette Laquey MA, NIC, BEI

In the world of interpreter education, the traditional classroom often falls short. The traditional classroom approach can be compared to wanting to become a chef by only reading cookbooks. You might understand the recipes, but you will never master the art of cooking until you’re in the kitchen, getting your hands in the dough. To meet the evolving needs of educating the modern interpreter, a new classroom approach has emerged: the flipped classroom.

The importance

The interpreting instruction standards have been based on the historical progression of our profession. We once trained interpreters in a cultural immersion experience.

Now students are forced to learn theories and the interpreting process in a classroom environment, with only the last semester of practicum for applied interpreting (Hunsaker, 2020). Current interpreter education programs cannot function alone on direct classroom instruction but need an alternate style of teaching (Godfrey, 2011). That is where the flipped classroom enters the scene – an innovative approach that could shake up interpreter education and improve their hands-on, practical interpreting skills by way of Experiential Learning (Kolb, 2015).

14

The divide between theory and practice has been a longstanding challenge for interpreter programs. With inter-

preter education, the goal is not merely to grasp the theory; it is to become a skilled practitioner. Students learn how to interpret by interpreting, not by only reading about it. The flipped classroom approach can bridge the gap between theory and practice, making it an important ingredient in the recipe for aspiring interpreters.

Flipped Classroom Concept

The flipped classroom approach was introduced by Bergmann and Sams in 2012 and has gained traction in a variety of educational settings. This approach is a departure from the conventional teaching model. Instead of inundating students with lectures and theory within the classroom, the new approach flips the script. It shifts the theoretical aspects to out of class time, in the form of pre-class assignments, readings, or video lectures (Yarbro et al., 2014). This transforms class time into a center for interactive activities, discussions, and practical application of knowledge. This further emphasizes that real learning occurs when you cook a meal, not just when you read a recipe.

Application for interpreter education

Grounded in the Experiential Learning Theory redefined by Kolb in 2015, the teacher guides the students through the cognitive transference of theory to practice by ways of scaffolding within flipped lessons, which suits the interpreting

field (Kim, 2017; Huynh & Nguyen, 2019). Students arrive to class with the foundational knowledge ready to apply by practicing. This student-centered approach is perfect for practice-based professions like interpreting.

In more recent research, I conducted an exploratory case study to gather data regarding the experiences of implementing a flipped classroom in a community college ASL/ English interpreter education program (Laquey, 2021).

Using surveys, interviews, and a classroom observation, I obtained the entirety of the experiences of both students and instructors with the implementation of the flipped classroom approach. Results of this study suggest that using the flipped classroom approach was a viable teaching strategy when applied to interpreter education.

The data illustrated how the flipped classroom structure afforded students the time and practice needed to continue developing their practical interpreting skills. The only concerns from the study were that from the student’s perspective some found it a challenge to adjust to doing their homework in advance. The instructors mentioned that it does take more preparation time needed to record lecture videos and develop lessons in the beginning, but the fruits of their labor paid off quickly (Laquey, 2021).

“This student-centered approach is perfect for practice-based professions like interpreting.”

Reimagining Learning

Interpreter education is reimagined using the flipped classroom approach. Students and teachers who have already embraced this approach showed positive results. Shifting towards a more practical, experiential, and effective way of learning provides an opportunity to bridge the gap between theory and practice. Offering students the hands-on experience they need ensures they are well-prepared for the challenges of the interpreting profession when they graduate. Imagine the experience a student could have if they watched a lecture or read an article for homework,then came to class ready to apply those concepts while actively interpreting.The flipped classroom approach provides students a recipe for success.

15

Step 1: Foundational Learning Pick a specific topic. Ideas for topics may be generated from specific topics for which you have not had enough class time to teach. Topic examples: interpreting theories, interpreting strategies, or ethics.

Draft out 1-3 main points about the lesson and one way to assess the students before class; examples may include a short quiz or a one page paper. This is how you start drafting your prep or “before class” video lecture and materials.

Step 2: Application of Concept Brainstorm one activity that would pair nicely with this concept, such as a simulation and role play (Hunsaker, 2020). This activity should be your “during class” activity that takes up most of the class time. Activity example: roleplay of K-12 mainstream interpreting with a sleepy student.

Step 3: Reflection Draft 1-3 key takeaways of the lesson and one reflection activity. Reflection examples: essay, reflective art, dance, short quiz with future lessons embedded, peer work, self-assessment. These takeaways can be the same as in Step 1. This is where you wrap up the lesson and send the students prep for the next class.

Here is an example of foundational learning already baked: https://sites.google.com/view/asl210lessons/feedback?pli=1&authuser=1 16

Before Class •

•

•

Reading Material: Create Powerpoint and/or find articles to illustrate the topic.

Video Lecture: Draft out 5 key points (no longer than 10 minutes).

Develop Assessment: Short quiz, one page paper, reflection.

Follow-Up

During Class •

Review Material: Spend no more than 10 minutes reviewing.

•

Class Time: Focus only on application.

•

Co-Current Assessment: Checkins, questions, feedback.

• •

•

•

Takeaways: Look back on the 3-5 key points from the video lecture.

Reading Material: Create Powerpoint and/or find articles to illustrate the topic.

Prep for next week: Send home or follow up the day before with “before class” content.

Provide self-analysis tools for the students then review with them for reflection.

About the Author Originally from Austin, Texas, Marquette is a passionate freelance interpreter with over 17 years of experience with both her National Interpreter Certification and her BEI Texas Certification. She began her studies in Austin and received an A.A. Interpreting then graduated from Gallaudet University in 2011 with a B.A. in Sign Language Interpretation. After relocating to San Diego, California, she has served on the board as chairs of the Professional Development Committee with SDCIRD from 2017-2019 and 2023. She presented at the Conference of Interpreter Trainers conference in 2022. She graduated with her Master’s in Interpreting Studies with a focus on Teaching from Western Oregon University in 2021. She is currently a freelance interpreter as well as an instructor in the interpreting program at Palomar College in San Diego.

References Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Godfrey, L. (2011). Characteristics of effective interpreter education programs in the United States. International Journal of Interpreter Education, 3(1), 88-105. https://tigerprints.clemson.edu/ijie/vol3/iss1/7 Hunsaker, C. (2020). Beyond theory: Simulation and role-play in interpreter education [Master’s thesis, Western Oregon University, Monmouth, Oregon]. https://wou.omeka.net/s/repository/item/4221 Huynh, T. L., & Nguyen, U. N. T. (2019). Students’ perceptions and design considerations of flipped interpreting classroom. Theory and Practice in Language Studies, 9(9), 1100-1110.

Kim, D. (2017). Flipped interpreting classroom: Flipping approaches, student perceptions, and design considerations. The Interpreter and Translator Trainer, 11(1), 1–18. doi.org/10.1080/1750399x.2017.1306994 Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development. Pearson Education.

Laquey, M. (2021). LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education [Master’s thesis, Western Oregon University, Monmouth, Oregon]. https://wou.omeka. net/s/repository/item/4417 Yarbro, J., Arfstrom, K. M., McKnight, K., & McKnight, P. (2014). Extension of a review of flipped learning. Flipped Learning Network. https://flippedlearning.org/wp-content/uploads/2016/07/Extension-of-FLipped-Learning-LIt-ReviewJune-2014.pdf

17

Diving Into “Complexities in Educational Interpreting: An Investigation into Patterns of Practice (2nd Edition)” Kim B. Kurz, Ph.d.

Professor, Rochester Institute Of Technology’s National Technical Institute For The Deaf

In the Second Edition of Complexities in Educational Interpreting: An Investigation into Patterns of Practice book, the authors address how by law, schools are mandated to provide Free Public Appropriate Education (FAPE) for deaf and hard of hearing students.

Ideally, all children should have full access to language at an early age and not be deprived of language, especially at a young age. However, for deaf children this is often not the case. Because many deaf children are born into hearing, non-signing families, they are ushered into the education system with limited language. The authors truly believe that these deaf and hard of hearing students require and deserve the very best interpreters in the schools. The students’ social, emotional, and academic growth and development often depend on the educational interpreters’ knowledge and skills.

This second edition adds to the key findings from the first edition such as a national survey of over 1,600 educational interpreters and analyses of state employment standards and of the Educational Interpreter Performance Assessments. The book covers themes such as an evidence-based systems model for understanding school interpreting; the current state of K-12 educational interpreting in the US; definition of “qualified” interpreters as Related Services Personnel; educational interpreters as professionals and members of the educational team; Deaf interpreters as educational interpreters and as language models; interpreting during a global pandemic; changing demographics of deaf and hard of hearing students; employment standards used by each state; federal legislation affecting

18

Johnson, L., Taylor, M., Schick, B., Brown, S., Bolster, L., & Girardin, E. (2023). Complexities in Educational Interpreting: An Investigation into Patterns of Practice (2nd Edition). Interpreting Consolidated. $39.95 at www.ASLinterpreting.com K-12 interpreters and students who are deaf and hard of hearing; contributions of the National Association of Interpreters in Education (NAIE); and, recommendations for educational interpreters, school districts, agencies and other stakeholders.

The field of educational interpreting has changed significantly over the years. During the 1940’s and 1950’s most of the interpreting in education was done by children of Deaf parents. Educational interpreting began in the 1970’s in the postsecondary sector with Section 504 of the Rehabilitation Act of 1973 challenging colleges and universities to provide interpreting services. Prior to the 1970’s, many deaf and hard of hearing children were denied a public education.

However, that changed when the Education for All Handicapped Children Act (Public Law 94-142) was enacted. Today, this law is known as the Individuals with Disabilities Act (IDEA, 1990, 1997, 2004). The 2004 reauthorization of IDEA recognizes educational interpreters, along with ten other personnel working in schools, such as school psychologists, physical therapists, and speech pathologists, as Related Services Personnel. This book explains the history of the profession in depth.

Educational interpreting applies to both hearing and Deaf interpreters. However, research has just begun to open doors to the exploration of the impact of Deaf Interpreters (DIs) in K-12 settings. What makes DIs different from hearing interpreters is that they belong to a community with a shared language and culture.

They understand and have experiences in the Deaf

“...I highly recommend this book for anyone who wants to learn more about educational interpreting...” world, and they have access to the majority culture as well. These unique characteristics of DIs contribute to the extra-linguistic knowledge that most non-deaf interpreters do not have. When interpreting for a deaf child, DIs are more likely to capture nuances of meaning and intention in the deaf child’s expressed language. There is a section in the book about the importance of DIs as educational interpreters.

As a former Deaf student in K-12 and postsecondary mainstreamed settings, a graduate of a Special Education doctoral program at the University of Kansas and a Full Professor in the Department of American Sign Language and Interpreting Education at the Rochester Institute of Technology’s National Technical Institute for the Deaf, I highly recommend this book for anyone who wants to learn more about educational interpreting, especially those who wish to ensure equal communication access and learning in educational settings for students who are deaf and hard of hearing. This book would be a great resource for parents of deaf and hard of hearing students, schools, agencies, interpreters, administrators, researchers, and lawyers who want to better understand the history of special education law; the educational interpreters’ roles and responsibilities; cognitive, language, social, and emotional development in deaf children; the Educational Interpreters Performance Assessment rating levels, and its implications and so much more. The authors’ research covering the last five decades to the present day is a much needed contribution to the field of interpreting for students who are deaf and hard of hearing. The second edition of this book, published in August 2023, would also be well-suited for interpreting students who are taking educational interpreting classes. Deaf education students would also benefit from being exposed to the topics the authors compiled in this book. This book is a good investment and resource to add to your bookshelf in addition to other academic resources and textbooks.

About the Author Kim Kurz, Ph.D., is a Professor of the Department of American Sign Language and Interpreting Education (ASLIE) at Rochester Institute of Technology’s National Technical Institute for the Deaf in Rochester, New York. Prior to assuming new administrative responsibilities with the Division of Academic Affairs, she was chair of ASLIE for ten years (2010-2020). At Johnson County Community College in Overland Park, Kansas, she was a Program Director of the Interpreting Program (1998-2004) and an Assistant Director of the Gallaudet University Regional Center (1993-1998) that served 15 midwestern states in the United States.

She has published a number of journal articles, edited volumes, books and conference proceedings, many on interpreting-related research. Kim was the first appointed deaf editor of IJIE. She is currently the Chair of Mark Seven Deaf Foundation, Inc./Camp Mark Seven board and serving on the Lexington School for the Deaf Board of Trustees.

19

WRITE FOR VIEWS

STYLE

We follow APA (7th edition) style guidelines, providing references when using cited sources. We always encourage personal flair and honing your own voice within your pieces. Engage our readers and don’t be afraid to show your personality in your writing!

Topics include, but are not limited to:

Diversity, Ethics, Conferences, Education

W

e welcome all members to submit their writing to VIEWS by filling out the RID VIEWS Submissions Form, found here. If you have works that have already been written or published, share them with us! We will happily re-publish your work, emphasizing when and where the piece was originally published. We will accept an English only version with your first draft submission and the ASL version can be submitted after the feedback process.

We will be in touch with you soon after you send us your submission.

Editing Process

Editing is a necessary part of the process while curating an issue of VIEWS. You will have a chance to respond to editing, and every effort will be made to consult with you throughout the editing process to ensure you are on board with any changes needed.

Columns

Columns are shorter pieces that can include opinions on a given topic. Columns are designed to be published once, though may be turned into a recurring segment to continue discussions related to an overarching topic.

• English: 800-1000 words • ASL: About 6 minutes of video content

Articles

Articles are intended to state facts and/or research.

The length may be longer than a column and could be broken down into multiple parts released throughout consecutive issues.

• English: 1500-1800 words • ASL: About 10 minutes of video content

SUBMISSIONS

The following information is required with your submission: • Byline of each author – Name and credentials • 100 - 150 word biography for each author • High resolution headshot of each author • English version of the article • ASL version of the article Please submit your piece using the submission form found here. We will reach out to you after receiving your submission. If you have any questions, email us at publications@rid.org.

20

21

Active Shooter Incident Response and American Sign Language Interpreters for the Deaf & Hard of Hearing Aaron E. Shoemaker Ed:K-12, QMHI, SARTECH III

I would like to begin this with a moment of reflection and remembrance for those killed in the Lewiston, Maine shooting on October 25th, 2023, especially those of our beautiful Deaf Community who were killed that day. May the memory of their lives be a blessing upon all who remember them.

It was autumn of 2015 when I began consulting with my colleagues in Emergency Management to develop an Active Shooter Response training specifically for members of the Deaf Community and interpreters. It was the opinion of those Deaf persons whom I worked with that it was, statistically speaking, only a matter of time before a mass shooting impacted members of the Deaf Community directly. I began attending every active shooter response course I could find online and in person. Two hundred and fifty hours of training and two years later, I presented an Active Shooter Response Training for the Deaf and Interpreters directly in ASL for a gathering of twenty-five Deaf, Hard of Hearing, interpreters, parents of Deaf children, interpreting students, and other stakeholders. By all accounts, it was a tremendous success and participants felt better prepared - in the event they ever faced an active shooter - that they would be able to survive the encounter. After arriving back home later that night, I found a quiet corner and cried, sick to my stomach that the workshop I had just presented was even necessary, but comforted by the fact that I had done something productive in my little corner of my community.

22

In the days that follow a mass shooting incident, a myriad of questions are asked about every detail of the incident and the perpetrator. The most poignant

and, conversely, the most elusive is the question, “Why?” The issue of mass acts of violence upon innocent persons is unfortunately never clearly discernible; it’s never just one thing. It is a multiplicity of variables colliding and colluding in the crucible of mental illness that produces and perpetuates this kind of unconscionable atrocity. I confess an intellectual deficit to fully discern why these things continue to happen. I have adopted, instead, the Fred Rogers methodology to the horrific. Said he, “When I was a boy and I would see scary things in the news, my mother would say to me: “Look for the helpers. You will always find people who are helping.”” And that is what I wish to address with all who read this article.

But more than this, I want to enlist you all to become part of the solution.

Each of you, no matter your experience in the Deaf Community or your expertise in American Sign Language, can do something. That is not a hyperbolic statement. I mean what I say: each and every one of

“...each and every one of you can be a part of the solution.” you can be a part of the solution. And if you are ready to engage in the response to this modern tragedy, then I will share with you several ways you can begin starting today. Right. Now. Every county in the USA and every district in Canada has some kind of Emergency Management service provider. These are the professionals trained to help the public prepare for, respond to, and recover from emergencies and disasters. Google the one closest to you. Now call or email them and ask them when their next scheduled training is. Sign up for it. Go in person, if at all possible. Meet them. Engage them in conversation. If you are hearing, do not represent yourself as speaking for or “helping” the Deaf Community. Just explain that you are there to be part of the response and that you are not a victim. If you are an interpret-

er, coordinate attending the training with members of your local Deaf Community. If you are Deaf, arrange to have interpreters at the training to make it accessible. Your very presence in that space will elevate the understanding of every single person you communicate with in Emergency Management and your fellow citizens. Do not dismiss the power of being present.

Every municipality in the USA and Canada must periodically engage in training exercises to maintain their accreditation and readiness level. Training is really their principal responsibility; without it, their response is ineffectual. Ask your local Emergency Management agency or association when the next scheduled training will be held and volunteer as a participant. This will be an experience like no other. It may involve your being dressed in bandages or put in the make-up chair and covered in “moulage” or fake blood and other injuries as part of your participation.

During the mock emergency exercise, the Emergency Management professionals like police, fire personnel, and Emergency Medical Services (EMS) will perform their respective tasks and treat you like they would an injured person – assessing your injuries, transporting you to safety, and treating your injuries once it is safe to do so. Consider going by yourself the first time if you are uncertain how you might react, and then encourage your entire family to attend the next one. You are helping them train and thus improving the possible outcomes for the people in your community in the event of a real-world emergency.

Politics are complicated. Emergency response is very straightforward. Start there.

Things may not visibly change immediately in the world around you. But you will notice a change in yourself and your approach to potential dangers and possible emergencies. Your mind will sharpen in ways you could not have predicted. Take the time to view the Introduction to Active Shooter Response Training for the Deaf and Interpreters via RID’s Continuing Education Center (CEC) and then find further trainings in your local area. You will transform from a possible victim to a secondary responder: a citizen responder.

Instead of reacting, you will know how to act in appropriate response to what is happening around you. You will begin to develop the mind of a warrior. Not that

“Do not dismiss the power of being present.” kind. This kind: “I regard myself as a soldier, though a soldier of peace.” - Mahatma Gandhi. May each one of you develop the mind of the warrior for peace by preparing yourself and your fellows to be ready in times of emergency and disaster. *Registration profits for this training beginning now until March 31, 2024 will be donated to Pine Tree Society in honor of Joshua Seal. * About the Author Aaron E. Shoemaker is a Nationally Certified Interpreter living and working in the Atlanta metropolitan area. Aaron is a Native Signer, born to a hearing father and hearing mother who are both Sign Language Interpreters. His father served a mission to the Deaf for the Church of Jesus Christ of Latter-day Saints, and later taught his children to sign the language and respect the culture. Aaron is an Eagle Scout and has continued to volunteer with the Boy Scouts of America for most of his adult life, including service as a Scoutmaster in a Deaf troop. He has taught Sunday School and other church classes for over 20 years, including several years at the Phoenix Deaf Branch. Aaron completed his basic training as an Emergency Management Interpreter for the Deaf & Hard of Hearing in 2012 and has since gone on to become a Georgia Emergency Management Agency/ Homeland Security (GEMA/HS) Certified CERT Instructor in 2014 and complete CERT Train-the-Trainer and CERT Program Manager courses at the FEMA Emergency Management Institute in Emmitsburg, Maryland in 2016.

All Hands On delivered Deaf CERT Basic in American Sign Language in February of 2016 and made Deaf history as the first time this was ever done anywhere in the USA. He completed his Search and Rescue training in the summer of 2016 and now serves Cobb County Search and Rescue as the only Interpreter in the USA currently attached to an active SAR team. Aaron then delivered Deaf CERT Train the Trainer fully in American Sign Language in January 2017, becoming the first ever CERT Program Manager in the USA to do so. Aaron is the husband of Kiesha Shoemaker, an Interpreter, teacher of the Deaf, and teacher of American Sign Language. They are the proud parents of six children. Aaron currently serves as the Executive Director of All Hands On, inc, a not-for-profit corporation dedicated to elevating awareness for the needs of the Deaf and Hard of Hearing and bringing Deaf and Emergency Managers together in preparing for times of emergency and disaster.

23

A Standard of Inclusion: Power, Privilege, and Oppression CEUs This article is pulled from the VIEWS archive, originally published in Issue 35 | Volume 4, Fall 2018.

Lisa Weems CI & CT, NIC

Translated by: Dr. Lisalee Egbert

Since 2014, RID has been recovering from organizational crisis and seeking the most effective solutions in defining the organization’s future. One of the primary concerns is membership engagement and the need for deliberate inclusion of members who identify with cultural groups that are divergent from the general RID demographic. The RID leadership recognized the need to explore how individual and organizational responsibility play a role in achieving informed and sustained engagement. The Board sought insight from the membership as to what authentic engagement means at the local, state, and national levels. The response from the membership challenged RID to renew their commitment to membership engagement and deliberate inclusion.

societal, and individual level which contributes to microaggressions that perpetuate social and systemic oppression.

In addition, topics to be considered as compliant with the new standards were defined. These topics include, but are not limited to: Challenging injustice, Respecting and valuing diversity, Protection of equal access, Social Justice/ Liberation studies, Cultural competence, and Identity. This list provides a guideline for activities which can be classified under the Power, Privilege, and Oppression Education/ Professional Development category. A full description of the standards as well as the list of guidelines can be viewed by clicking here.

“RID LEADERSHIP RECOGNIZED At the 2015 RID National Conference, a motion was THE NEED TO EXPLORE HOW presented to the membership that each cycle, 1.0 of the INDIVIDUAL AND ORGANIZATIONAL required 6.0 Professional Studies (PS) CEUs be related to topics of Power, Privilege, and Oppression (PPO). The RESPONSIBILITY PLAY A ROLE motion was passed with the support of 64% of the memberIN ACHIEVING INFORMED AND ship.

SUSTAINED ENGAGEMENT.” Immediately following the 2015 conference, a workgroup was formed to define the new continuing education requirement as well as develop criteria for meeting the new standards. The workgroup was specifically tasked to identify language that accurately defines power, privilege, and oppression. After a period of research and development, the committee developed a category definition to reflect the educational goals established by the motion. This description refers to the phenomena by which members of a society are unfairly advantaged and fail to recognize that advantage. The result of this is bias at the systemic,

24

The 2017 Lead Together conference activities and training sessions were designed to help emphasize the shift in focus to the new Power, Privilege, and Oppression standards. The conference included relevant presentations, including “Unpacking Power and Privilege,” by Carla Shird and “Unpacking & Investigating Our Responsibility Within an Inherited System of Unequalized Power: the Interpreter and Deaf ‘Consumer’ Relationship” by Jonathan Webb and Carla Shird. Melvin Walker presented the closing plenary

“RID REMAINS COMMITTED TO CULTIVATING AN ORGANIZATIONAL CULTURE THAT BOTH HONORS AND PRACTICES DIVERSITY AND INCLUSION.” topic, “Translating Wisdom into Action: Where Do We Go From Here?” to discuss strategic planning and how the leadership and membership can partner to bring about necessary change. Each session closed with subsequent group discussions constructed to explore attitudes and practices in the context of PPO and how we as individuals, and RID as an organization, can establish an agenda for change.

The facilitated discussions focused on developing substantiated recommendations that can contribute to RID’s evolution in terms of standards, education, programs, and policy.

Some members, for example, proposed that RID leadership become more reflective of its diverse membership and the communities we serve. It was also suggested that RID integrate language supporting diversity and inclusion in guiding documents such as the Standard Practice Papers and the mission statement. Further, it was suggested that RID provide instructional training modules to bring deeper knowledge and guidance to the membership as we collectively endeavor to understand, approach, and embrace the widely diverse members of our intersected communities.

These suggestions were presented to the RID leadership to establish a foreground upon which meaningful, integral, and sustainable change can be established.

The suggestions sparked a thrust of action. The Professional Development Committee will add the PPO category to their revised standards and criteria. The RID CMP Program Approved Sponsors have begun approving activities nationwide for a myriad of topics that fall under the new category. Sponsor training is underway, aligned with approving initiatives related to the newly established guidelines. RID is actively exploring ways to develop and deliver training modules centered on cultural diversity and inclusion that will be offered at a future date. Cultural sensitivity and competence is now an integral addition to our organization’s focus.

Implementation of the changes in continuing education will begin with a staggered rollout. As of January of 2019, the new Power, Privilege, and Oppression CEU requirements will be imposed for certified members whose cycle begins January 1, 2019, requiring 1.0 Professional Studies CEUs in Power, Privilege, and Oppression be earned during their new certification cycle. Those certified on or after January 1, 2019 will also be required to earn 1.0 Professional Studies CEUs in Power, Privilege, and Oppression beginning with their first certification cycle. For those who are newly certified with cycles scheduled to begin January 1, 2020

and beyond, the new CEU requirement will go into effect at the beginning of their first certification cycle. If a member’s certification cycle is scheduled to begin January 1, 2021, for example, the Power, Privilege, and Oppression CEU requirement will go into effect for that certification cycle. If a member’s new certification cycle is scheduled to begin January 1, 2022, the new Power, Privilege, and Oppression CEU requirement will go into effect for their certification cycle at that time.

The CEU requirements will apply as each new certification cycle begins. If a member has not begun their new certification cycle, no CEUs with the PPO designation will be listed on their transcript. Further communications will be sent via email, eNews, hard copy letter, and social media to ensure that all members are apprised of the new requirements as well as the relevant protocols.

RID remains committed to cultivating an organizational culture that both honors and practices diversity and inclusion.

We will further honor our commitment by providing content that will focus our endeavors toward growth and change.

RID and the PDC are here to support and answer any questions you have. Please do not hesitate to contact the Professional Development Department at cmp@rid.org.

About the Author *Lisa Weems passed in October of 2022. Her legacy as a trailblazer carries on forever.

Lisa Weems held the CI & CT, and NIC certifications and was tremendously dedicated to the interpreting profession.

She performed committee work for many community organizations, including the National Alliance of Black Interpreters, the Potomac Chapter of RID, NYC Black Deaf Advocates, and the NYC Civic Association of the Deaf. Lisa had a passion for mentoring, especially Interpreters of Color and Minority Interpreters for the Deaf.

Lisa helped RID develop the Cultural Diversity and Inclusion training series to raise awareness and start a vital conversation exploring and understanding diversity, power, privilege, oppression, and foster inclusion. Lisa was dedicated to diversity, equity, inclusion, accessibility and belonging in the interpreting profession, working extensively with various organizations, including RID, in this arena.

25

From the Desks of RID Headquarters

26

Certification Maintenance Program Below is a link to a page on the RID website, accessible to the community at large, that lists individuals whose certifications have been revoked due to non-compliance with the Certification Maintenance Program or by reasons stated in the RID PPM. The Certification Maintenance Program requirements are: 1. Maintain current RID membership by paying annual RID Certified Member dues.

2. Meet the CEU requirements: •

8.0 Total CEUs with at least 6.0 in PS CEUs

•

Up to 2.0 GS CEUs may be applied toward the requirement

•

SC:L only •

•

2.0 of the 6.0 PS CEUs must be in legal interpreting topics

SC:PA only •

2.0 of the 6.0 PS CEUs must be in performing arts topics

3. Adhere to the RID Code of Professional Conduct and EPS Policy.

If an individual appears on the list, it means that consumers working with this interpreter may no longer be protected by the Ethical Practices System should an issue arise. The published list is a “live” list, meaning that it will be updated if a certification is reinstated or revoked. To view the revocation list, please visit here.

Should a member lose certification due to failure to pay membership costs or failure to comply with CEU requirements, that individual may submit a reinstatement request. The reinstatement form and policies are outlined here. The certification reinstatement list can be found here.

27

NEWLY CERTIFIED INTERPRETERS

Evan Mae Altieri, NIC NY Elizabeth Brokenshire, NIC PA Anna Elizabeth Chinchic, NIC PA Kathleen Sondria Chung, NIC WV Marcus Cruz, NIC NJ Jennifer Lee DeWindt-Hanley, NIC NY Mystical Mae Harrington, NIC NY Patrick Hoarty, NIC MA Courtney Keeler, NIC NJ Andrew Joseph Kerek, NIC RI Jared Lopatin, NIC NY Kathryn Converse McNamara, NIC PA Crystal Peloquin, NIC NY Danielle Rose, NIC NY Nicole Sargent, NIC NH Ethan Allan Stephens, NIC NY Emily Sweeney, NIC PA Quinn Webb, NIC NY Chanel K Whalen-Rosario, NIC NY Haley York, NIC NY

28

David John Acevedo, NIC Gabriel Babbitt, NIC Carolyn Boykins, NIC Majalyn Calderwood, NIC Ahmed J Carames, NIC Sigourney Coulston-Emshwiller, NIC Haley Freedman, NIC Fredrich-Michaels Johnson, NIC Mikaela Jordon, NIC Shelby Keesler, NIC Lorna Elizabeth Lincoln, NIC Maddie Mateer, NIC Paulette Marie Melendez, NIC Ariel Baeseman-O’Donnell, NIC Erin Powell, NIC Abigail Quick, NIC Frances Melissa Zaragoza Ramsel, NIC Ted Regis, NIC Naomi Victoria Rosen, NIC Shauna S. Segler, NIC Nat Skinner, NIC Benjamin Charles Smith, NIC Melissa Iza Smith, NIC Rebekah Anne Snider, NIC Luis Enrique Torres-Munoz, NIC Karina Mendez Villanueva, NIC Miles Allen-Brooks Wester, NIC Micayla Ann Whitmer, NIC Joshua Brian Zell, NIC

MS FL DC VA FL MD DC MD TN TN DC FL FL TN NC NC DC FL MD GA GA FL AL VA DC FL NC VA MD

Shellby Christine Benne Emily Alice Biller, NIC Amanda Costa, NIC Epiphany Davis, NIC Sadi A. Dudley, NIC Madison Mae Goff, NIC Kelsey Jacobsen, NIC Hope Jensen, NIC Emma Kathryn Massma Megan Massoels, NIC Angelique Joy Morgan, N Audrey Michelle Murph Stephanie Norden, NIC Kirsten E Povolny, NIC Mackenzie Donald Will Leah Marie Russ, NIC Aliyah Sanders, NIC Olivia Soliz, NIC James Logan Thompson Abigail Turner, NIC Madison Cameron Varn Brianne Welch, NIC Shawna Rose Wolf, NIC

ett, NIC

MI OH MI IL MN C MN MI IN an, NIC MI IN NIC MN hy, NIC IN IN IN liam Rhyno, NIC IN MN WI IL n, NIC IN MN ney, NIC MI MI C OH

Jessica Brown, CDI Gabriela Cerda, NIC Deanna Gabbard, NIC Cassidy Graves, NIC Genesis Gutierrez, NIC Rio Lauraine Henson, NIC Karen Perry, NIC Stacy Riley, NIC Chanel Rushing, NIC Jacqueline Trujillo, NIC Jasmine Renee Irene Vasey Velasco, NIC Amanda Wescott, NIC Alaska Scott Williams, NIC Meredith Worthley, NIC

MO NM TX OK SD OK CO TX TX NM KS TX NM CO

Karely Balaguer, NIC Emilee Marie Beatie, NIC Andrew Allen Brown, NIC Nicholas Albert Cervantes, NIC Alina Duncan, NIC Sean Freiri-Foley, NIC Melissa Marie Gardea, NIC Morgan Ann Geeslin, NIC Lisa Marie Gomez, NIC Evan Andrew Guevara, NIC Carrie Tuttle Harris, NIC Mark William Holcom, NIC Eduardo Huante, NIC Laura Kane, NIC Mandy Larae Katon-Frost, NIC Alison Mlikan, NIC Avery E Moers, NIC Megan Morgan, NIC Megan Elizabeth Packard, NIC Marina Marie Perry, NIC Rachel Teresa Sera, NIC Lorie Tanette Sims, NIC Alissa Stevens, NIC Angelle Thomas, NIC Samantha Jocelyn Witter, NIC

CA AZ CA CA NV CA AZ AK CA CA AZ CA CA CA WA NV ID WA AZ CA WA CA WA CA CA

29

Statement of Ownership, Management, and Circulation Click images to enlarge

1. Publication Title

Statement of Ownership, Management, and Circulation (All Periodicals Publications Except Requester Publications) 2. Publication Number 2

3. Filing Date

VIEWS

0

4. Issue Frequency

5. Number of Issues Published Annually

6. Annual Subscription Price

Quarterly (Feb, May, Aug, Nov)

Four (4)

$36.00

7

7

_

7

0

8

7. Complete Mailing Address of Known Office of Publication (Not printer) (Street, city, county, state, and ZIP+4 ®)

333 Commerce St., Alexandria, VA 22314

8

14. Issue Date for Circulation Data Below

The VIEWS

Telephone (Include area code)

8. Complete Mailing Address of Headquarters or General Business Office of Publisher (Not printer)

333 Commerce St., Alexandria, VA 22314 9. Full Names and Complete Mailing Addresses of Publisher, Editor, and Managing Editor (Do not leave blank) Publisher (Name and complete mailing address)

Registry of Interpreters for the Deaf, Inc. 333 Commerce St., Alexandria, VA 22314 Editor (Name and complete mailing address)

Registry of Interpreters for the Deaf, Inc. 333 Commerce St., Alexandria, VA 22314 Managing Editor (Name and complete mailing address)

10. Owner (Do not leave blank. If the publication is owned by a corporation, give the name and address of the corporation immediately followed by the names and addresses of all stockholders owning or holding 1 percent or more of the total amount of stock. If not owned by a corporation, give the names and addresses of the individual owners. If owned by a partnership or other unincorporated firm, give its name and address as well as those of each individual owner. If the publication is published by a nonprofit organization, give its name and address.)

Full Name Complete Mailing Address

333 Commerce St., Alexandria, VA 22314

(1) Mailed Outside-County Paid Subscriptions Stated on PS Form 3541 (Include paid distribution above nominal rate, advertiser’s proof copies, and exchange copies) b. Paid Circulation (By Mail and Outside the Mail)

(2)

(3)

(4)

Mailed In-County Paid Subscriptions Stated on PS Form 3541 (Include paid distribution above nominal rate, advertiser’s proof copies, and exchange copies) Paid Distribution Outside the Mails Including Sales Through Dealers and Carriers, Street Vendors, Counter Sales, and Other Paid Distribution Outside USPS® Paid Distribution by Other Classes of Mail Through the USPS (e.g., First-Class Mail®)

Full Name

0 0 0

0 0

0

0

0

0

0

0

0

0

0

0

0

0

e. Total Free or Nominal Rate Distribution (Sum of 15d (1), (2), (3) and (4))

0

0

f. Total Distribution (Sum of 15c and 15e)

0

g. Copies not Distributed (See Instructions to Publishers #4 (page #3))

0

0

h. Total (Sum of 15f and g)

0

0

100%

100%

Free or Nominal Rate Distribution Outside the Mail (Carriers or other means)

Average No. Copies Each Issue During Preceding 12 Months

No. Copies of Single Issue Published Nearest to Filing Date

a. Paid Electronic Copies

13398

13957

b. Total Paid Print Copies (Line 15c) + Paid Electronic Copies (Line 16a)

13398

13957

c. Total Print Distribution (Line 15f) + Paid Electronic Copies (Line 16a)

13398

13957

d. Percent Paid (Both Print & Electronic Copies) (16b divided by 16c Í 100)

100%

100%

✔ I certify that 50% of all my distributed copies (electronic and print) are paid above a nominal price.

c. Total Paid Distribution [Sum of 15b (1), (2), (3), and (4)]

(4)

16. Electronic Copy Circulation

0

d. Free or (1) Free or Nominal Rate Outside-County Copies included on PS Form 3541 Nominal Rate Distribution (2) Free or Nominal Rate In-County Copies Included on PS Form 3541 (By Mail and Free or Nominal Rate Copies Mailed at Other Classes Through the USPS Outside (3) (e.g., First-Class Mail) the Mail)

i. Percent Paid (15c divided by 15f times 100) 11. Known Bondholders, Mortgagees, and Other Security Holders Owning or Holding 1 Percent or More of Total Amount of Bonds, Mortgages, or Other Securities. If none, check box ✔ None

Average No. Copies No. Copies of Single Each Issue During Issue Published Preceding 12 Months Nearest to Filing Date

a. Total Number of Copies (Net press run)

Contact Person

Statement of Ownership, Management, and Circulation (All Periodicals Publications Except Requester Publications)

08/15/2023

15. Extent and Nature of Circulation

Jennifer Apple (571) 384-5201

Registry of Interpreters for the Deaf, Inc.

13. Publication Title

11/29/2023

17. Publication of Statement of Ownership ✔ If the publication is a general publication, publication of this statement is required. Will be printed

Publication not required.

12/15/23 in the ________________________ issue of this publication.

18. Signature and Title of Editor, Publisher, Business Manager, or Owner

Jennifer Apple, Director of Finance and Accounting

Date

11/29/2023

I certify that all information furnished on this form is true and complete. I understand that anyone who furnishes false or misleading information on this form or who omits material or information requested on the form may be subject to criminal sanctions (including fines and imprisonment) and/or civil sanctions (including civil penalties).

0

* If you are claiming electronic copies, go to line 16 on page 3. If you are not claiming electronic copies, skip to line 17 on page 3.

Complete Mailing Address

12. Tax Status (For completion by nonprofit organizations authorized to mail at nonprofit rates) (Check one) The purpose, function, and nonprofit status of this organization and the exempt status for federal income tax purposes: ✔ Has Not Changed During Preceding 12 Months

Has Changed During Preceding 12 Months (Publisher must submit explanation of change with this statement) PS Form 3526, July 2014 [Page 1 of 4 (see instructions page 4)] PSN: 7530-01-000-9931

30

PRIVACY NOTICE: See our privacy policy on www.usps.com.

PS Form 3526, July 2014 (Page 2 of 4)

PS Form 3526, July 2014 (Page 3 of 4)

PRIVACY NOTICE: See our privacy policy on www.usps.com.

31

32

WORKSHOPS

Access the recorded webinar here.

Access the recorded webinar here.

Access the recorded webinar here.

33

Voluntary Relinquishment of RID Certification(s) RID Certified members who decide to voluntarily relinquish the RID certification(s) they currently hold are required to submit a completed, signed and notarized form. To learn more about the eligibility requirements or to submit your request to voluntarily relinquish the RID certification(s) you currently hold, click here.

This form is required to be notarized.

34

Ethical Violations Decision Date: 11/20/2023 Member name: Steve Babb Tenets Violated: 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.

Sanctions: Working with a RID-appointed supervisor, develop a re-education plan to be submitted to the EPS for approval. Focus areas recommended by the EPS include, but are not limited to: 1) Teaming with a CDI, 2) Identifying macro and microaggressions when working with minority and marginalized groups, 3) Power, privilege, and oppression when working with a Deaf interpreter or with the Deaf community at large, 4) Demonstrate understanding of the impact of these violations and 5) Develop an articulated plan of how the Respondent will avoid repeating these violations in the future.

The supervisor will provide a final report to the EPS staff advising as to close or maintain the case. Failure to complete the requirements outlined in this plan within one year may result in further disciplinary action, including termination of membership and revocation of certification.

Decision Date: 12/14/2023 Member name: Steve Babb Tenets Violated: 2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

4. Interpreters demonstrate respect for consumers.

Sanctions: Certification revoked and membership terminated. Eligible to reapply for certification and membership after a period of 5 years.

35

VIEWS VISION VIEWS, RID’s digital publication, is dedicated to the interpreting profession. As a part of RID’s strategic goals, we focus on providing interpreters with the educational tools they need to excel in their profession. VIEWS aims to inspire thoughtful discussions among practitioners by providing information about research and insight into various specialty fields in the interpreting profession. With the establishment of the VIEWS Board of Editors, the featured content in this publication is peer-reviewed and standardized according to our bilingual review process.

VIEWS utilizes a bilingual framework to facilitate knowledge sharing among all parties in an extremely diverse profession.

As an organization, we value the experiences and expertise of interpreters from every cultural, linguistic, and educational background. We aim to explore the interpreters’ role within this demanding social and political environment by promoting content with complex layers of experience and meaning.

While we publish updates on our website and social media platforms, unique information from the following areas can only be found in VIEWS: • Research and peer-based articles/columns • Interpreting skill-building and continuing education opportunities • Local, national, and international interpreting news • Reports on the Certification Program • RID committee and Member Sections news • New publications available from RID Press • News and highlights from RID Headquarters

36

SUBMISSIONS

VIEWS publishes articles on matters of interest and concern to the membership. Submissions that are essentially interpersonal exchanges, editorials or statements of opinion are not appropriate as articles and may remain unpublished, run as a letter to the editor, position paper, or column. Submissions that are simply the description of programs and services in the community with no discussion may be redirected to the advertising department. Articles should be 1,800 words or fewer. If you require more space, the article may be broken into multiple parts and released over consecutive issues. Unsigned articles will not be published.

RID reserves the right to limit the quantity and frequency of articles published in VIEWS written by a single author(s). Receipt by RID of a submission does not guarantee its publication. RID reserves the right to edit, excerpt or refuse to publish any submission. Publication of an advertisement does not constitute RID’s endorsement or approval of the advertiser, nor does RID guarantee the accuracy of information given in an advertisement. Advertising specifications can be found at www.rid.org, or by contacting advertising@rid.org.

Please submit your piece using the submission form found here. All editorial submission and permission inquiries should be directed to publications@rid.org.

COPYRIGHT

VIEWS is published quarterly by Registry of Interpreters for the Deaf, Inc. Statements of fact or opinion are the responsibility of the authors alone and do not necessarily represent the opinion of RID. The author(s), not RID, is responsible for the content of submissions published in VIEWS.

STATEMENT OF OWNERSHIP

VIEWS (ISSN 0277-7088) is published quarterly by the Registry of Interpreters for the Deaf, Inc. Periodical postage paid in Stone Mountain, GA and other mailing offices by The Sauers Group, Inc. Materials may not be reproduced or reprinted in whole or in part without written permission.

Contact views@rid.org for permission inquiries and requests.

VIEWS’ electronic subscription is a membership benefit and is covered in the cost of RID membership dues.

VIEWS Board of Editors: Brooke Roberts, VIEWS Editor in Chief Elisa Maroney, PhD, CI & CT, NIC, Ed:K-12 © 2023 Registry of Interpreters for the Deaf, Inc. All rights reserved.

37