NAD Expresses Views on CSDR

July 6, 2001
Dr. Ronald S. Kadish
Director
State Special Schools and Services Division
P.O. Box 944272
Sacramento, CA 94244-2720
Also transmitted via facsimile: 916-445-4550

Dear Dr. Kadish,
I am writing this letter in regard to the current state of affairs and continuing turmoil at the California School for the Deaf in Riverside (CSDR). The National Association of the Deaf (NAD) generally does not involve itself or comment on personnel decisions, unless there are extenuating circumstances that warrant attention and the direct involvement of the NAD Law Center, Government Affairs Office, or Educational Policy and Program Development Center.

While continuing to monitor the current situation and resolution of the outstanding concerns of the citizenry, especially those of the children and young adults enrolled in or associated with CSDR and their families, we at the NAD wish to address some concerns that we believe are crucial to effective resolution of the current situation and at the same time retaining focus on the needs of these students, their families, and the community being served.

First of all, effective programming for deaf and hard of hearing students begins and ends with effective teachers. These individuals must be knowledgeable of the content they are expected to impart to their students and they also must be proficient in the language and communication mode of their students. It is a widely established fact that American Sign Language (ASL), in its natural form, is a recognized language system that is fully accessible to deaf and hard of hearing children. Therefore, systematic emphasis on ASL-based programming geared to the unique needs of students at CSDR is of critical importance. We encourage you to read the latest synthesis of research on the acquisition and development of language and literacy among deaf children, published by the National Association of State Directors of Special Education (NASDSE) with support from the United States Department of Education. The document, authored by Marc Marschark, is also available for download by clicking "new documents" on the following NASDSE website URL: http://www.nasdse.org/forum_activities_and_documents_.htm. The use of ASL and English as languages of instruction in schools and programs serving deaf children is not only widely accepted but also recognized as having a positive impact on the children’s language and literacy abilities, and their cognitive and socio-emotional development. As reported by Strong and Prinz, two University of San Francisco researchers, there is a correlation between competency in ASL and deaf children’s literacy levels. The NAD believes it is prudent that CSDR continue to move towards enhancing the ASL capabilities of its students and staff, and that as an institution CSDR embody the conceptual framework of using a dual-language approach with ASL and English as the primary languages of instruction. Successful implementation of such an approach requires a commitment to staff development, community involvement, and eventually the establishment of effective language goals, standards, and expectations for all teachers, professional staff, students, and other members of the CSDR community.

As noted in "Educating Deaf and Hard of Hearing Students: Educational Service Guidelines," a publication of the NASDSE, a critical element of programming for this population is the provision of role models, including individuals functioning in teaching, professional staff, and other leadership positions. The NAD believes it is imperative resolution of the concerns at CSDR be based first and foremost on the needs of the students, including the need for them to be exposed to and interact regularly with an exemplary cohort of outstanding deaf role models. The NAD is concerned that in light of the current situation, the leadership of the state will shy away from seeking qualified deaf individuals for the position of superintendent and other leadership positions within CSDR and elsewhere in California. Thus, the NAD encourages you and the leadership in California to commit itself to remaining true to the needs of these students and the ideals that have fostered the practice of seeking qualified deaf individuals to fill these positions. The success or failure of one administrator or leader, irrespective of fact or perception, certainly should not rest upon or burden an entire population or be generalized to other potential administrators or leaders. While the NAD has not seen anything to suggest that is happening in this instance, as a minority and low-incidence population it is imperative that we call the possibility to your attention and seek assurance from you that California will continue to seek qualified deaf and hard of hearing individuals for leadership positions.

A third area the NAD wishes to call to your attention is the establishment of accountability standards at CSDR and elsewhere in the state of California. The NAD believes that all programs serving deaf and hard of hearing students across the nation must be held accountable for the education of their students. Such accountability measures must take into consideration critical issues of etiology, assessment, and placement history before drawing conclusions as to the effectiveness of these programs and services. Historically, at many schools for the deaf, students begin receiving educational services that is more appropriately geared to their unique needs between the ages of 12 — 15, long after they actually began their education in mainstreamed or self-contained classrooms in local public school settings. Thus, appropriate implementation of accountability efforts must take into consideration the placement history of the student, beginning with the advent of services under the requirements of Part C of the IDEA. This is just one of several issues that the NAD believes must be addressed during any effort to determine accountability. Schools and programs serving deaf children should not be held totally responsible for the success or failure of other programs that have also been involved in the provision of programming and services to the child. Media reports have indicated that standards at CSDR are too low and must be immediately raised. The NAD concurs with the sentiments of the community in this regard and encourages your office to foster development of higher standards, while also considering the myriad of intervening variables that may affect a program or school’s overall accountability rating or factor.

Fourth, the NAD is familiar with the document titled "Programs for Deaf and Hard of Hearing Students: Guidelines for Quality Standards, " a California Department of Education (2000) publication. We strongly encourage the department to develop action plans that will result in implementation of the guidelines contained therein, particularly in light of the recent events at CSDR. While these events have been unfortunate and have divided teachers from teachers, family from family, and deaf from hearing, the NAD believes that much can also be gained from the unexpected scrutiny of a school or educational program.
Lastly, we encourage you to exert the leadership needed to bring about resolution of the community’s concerns and ensure that CSDR moves forward to enact the requisite changes to enhance the delivery of quality educational programs and services to students and their families.

Dr. Joseph J. Innes, director of the NAD Education Policy and Program Development Center (EdCe) is more than willing and able to confer with you or your designate on any matters pertaining to the situation at CSDR or the provision of educational programming to deaf and hard of hearing students in California.

Sincerely, (signed)
Nancy J. Bloch
Executive Director
cc:
NAD Board of Directors

Joseph J. Innes, Director, Education Policy and Program Development Center
Russ Bye, President, California Association of the Deaf
Delaine Eastin, California State Superintendent of Public Instruction