91 Recruit Interpreter Training Program (ITP) Students from High School ASL Classes

Video description: A person is describing the solution titled Recruit Interpreter Training Program (ITP) Students from High School ASL Classes. The transcript is provided below.

Issue: We need more interpreting students to enroll in ITPs to replace the interpreters who are leaving the field.

Proposed Solution: A small work group convened by the Commission can compile a list of 1) people and entities who are willing to attend ASL high school classes to recruit Interpreter Training Programs and 2) a list of high schools where ASL is taught and contact information for coordinating class visits. High school ASL classes are an identified area for recruiting interpreters. While the majority of ASL programs at college require students to retake ASL classes in college, ITP students recruited from high school ASL classes have greater exposure and are demonstrating interest by continuing studies in ITPs.

Expected outcome: Deaf consumers will have increased access to interpreting services due to larger numbers of ITP students being recruited.

Who is impacted: Interpreter training programs, interpreters, consumers

Timeline: 6 months

Note: Several entities are already doing some of this work; currently identified organizations are State Services, ASLIS and Sorenson.

Video description: A person is summarizing the level of support that this solution received.

Summary of Support

Of the 120 responses, nearly all respondents supported recruiting ITP students from high school ASL classes. A small minority were neutral across all demographic groups.

Summary of Support Image Description

The stacked bar charts show how respondents rated their level of support and the total number of responses. The percentage for the five support levels is shown from left to right: Strongly Oppose (Dark Red), Oppose (Light Red), Neutral (Yellow), Support (Light Blue), and Strongly Support (Dark Blue).

Respondents may identify with multiple subgroups. The overall level of support is:

Overall
Strongly Oppose: 0%
Oppose: 0%
Neutral: 4%
Support: 33%
Strongly Support: 62%

Click to see the detailed image description for each subgroup.

Interpreter
Strongly Oppose: 0%
Oppose: 0%
Neutral: 5%
Support: 25%
Strongly Support: 70%

Non-Certified Interpreter
Strongly Oppose: 0%
Oppose: 0%
Neutral: 7%
Support: 21%
Strongly Support: 71%

DDBHH Consumer
Strongly Oppose: 0%
Oppose: 0%
Neutral: 7%
Support: 39%
Strongly Support: 54%

Interpreter Training Program
Strongly Oppose: 0%
Oppose: 0%
Neutral: 11%
Support: 33%
Strongly Support: 56%

System Stakeholder
Strongly Oppose: 0%
Oppose: 0%
Neutral: 5%
Support: 49%
Strongly Support: 47%

Overview of Respondents Opting for In-Depth Solution Analysis

After indicating their support level, 5% of the 120 respondents opted in to further assess whether the solution would worsen or improve on five metrics. Of the opt-in reviewers (6 respondents), 100% supported the solution, 0% were neutral on the solution, and 0% opposed the solution.

The remaining 114 respondents did not opt in to further assess the solution. Of these people, 95% support the solution, 4% were neutral on the solution, and 0% opposed the solution.

Reviewer Evaluation of Solution Effectiveness

Solution Effectiveness Image Description

The stacked bar charts show how respondents assessed the effectiveness of this solution based on five metrics. For each metric, the percentage of respondents is shown from left to right: Worsens (Red), Improves (Blue), No Impact (Gray).

DDBHH Quality of Life
Makes It Worse 0%
Makes It Better 100%
No Impact 0%

Interpreter Satisfaction
Makes It Worse 0%
Makes It Better 85%
No Impact 14%

Consumer Choice
Makes It Worse 0%
Makes It Better 87%
No Impact 12%

Interpreting Availability
Makes It Worse 0%
Makes It Better 100%
No Impact 0%

Interpreting Quality
Makes It Worse 0%
Makes It Better 100%
No Impact 0%

Reviewer Feedback and Insights

Interpreter

Comments from Interpreters suggest requiring an ASLPI score of 3.0 or higher before teaching interpreting skills to ensure students have sufficient language competency. Another comment supports high school recruitment but emphasizes the need to focus on schools with students who are passionate about ASL, as well as offering smaller group meetings. Comments from Interpreters also highlight the potential to recruit older prospective interpreters and suggest studies to explore how recruitment can expand beyond high schools.

Deaf, DeafBlind, Hard of Hearing

No comments were submitted.

System Stakeholder

Comments from System stakeholders suggest offering an Advanced Placement (AP) test for high school ASL courses, allowing students to earn college credit for their ASL skills.