Frederick Campus - Maryland School for the Deaf

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~PROFILE OF A GRADUATE~ The Maryland School for the Deaf graduate will be empowered to demonstrate competency in: Foundational Knowledge and Skills by- � Employing skills in literacy and signacy � Thinking critically and solving problems � Thinking creatively � Seeking and retrieving resources for self-advocacy � Understanding their rights as deaf and hard of hearing individuals � Understanding the components of a healthy life style � Possessing independent living skills � Using and employing technology efficiently and effectively � Developing a career plan and goals � Meeting or exceeding state standards, achieving IEP goals, and passing appropriate assessments Language and Communication Skills by- � Using American Sign Language and English language effectively � Demonstrating effective communication skills in a variety of settings � Demonstrating active listening skills � Using effective conversational skills Individual and Community Awareness by- � Understanding their personal identity � Possessing knowledge about the Deaf community and Deaf heritage � Possessing knowledge about the community-at-large � Practicing open-mindedness and sensitivity to diversity, various communication modes, and different perspectives � Respecting individual differences Personal Qualities by- � Demonstrating positive self-esteem and confidence � Setting and meeting goals � Striving for personal excellence and wellness � Possessing a strong work ethic � Respecting others � Understanding and using social etiquette � Adapting in a variety of situations � Being a team player � Contributing to the community � Valuing lifelong learning ~BILINGUAL EDUCATION POLICY STATEMENT~ The Maryland School for the Deaf (MSD) recognizes that over 500,000 Deaf and Hard of Hearing North Americans use American Sign Language (ASL) and English in their everyday lives. The mission of MSD is to provide ASL and English language models for early language acquisition, and to provide linguistically-enriched ASL and English environments for the attainment of fluency in both languages. This mission is accomplished when all MSD students become fluent in both ASL and written English upon graduation. MSD’s bilingual education program is based on current research as well as beliefs about early language acquisition and first and second language learning. Parent and Student Handbook, 2012-2013 Frederick 15
1. MSD infants like all infants have the innate ability to learn languages. MSD infants will acquire a natural language if that language (ASL) is made visually accessible to them during the critical years for language acquisition. 2. MSD infants learn English as a second language, parallel to the acquisition of ASL. Infants’ emerging cognitive abilities and development of ASL have a direct correlation to their ability to learn English. 3. ASL is used as the language of instruction in and out of the classroom. This provides MSD students full access to information, knowledge, and incidental learning. MSD administration, faculty and staff will be expected to achieve fluency in ASL. 4. MSD recognizes the importance of and is committed to providing families the opportunity and support necessary to develop fluency in ASL. 5. MSD students learn English through its written form. The readers’ broad knowledge of the world is necessary to bring “meaning to the printed word.” Students become mature readers and writers when they have extensive and meaningful interaction with printed English. 6. MSD students of all ages have an opportunity to receive spoken English sessions, as appropriate for the student. 7. MSD students who have become deaf after acquiring English will be taught ASL as a second language. Like all Deaf people, these students now need full visual access to information. 8. Some MSD students grow up in families who speak languages other than English. MSD will facilitate those students’ development of ASL and English, capitalizing on their native linguistic strengths. 9. MSD students have the potential to achieve fluency in ASL and English. MSD administrators, faculty, and staff have the responsibility to ensure that all students realize their maximum potential as active participants of ASL and English communities. Bilingual Education Policy Amendment All students in the Columbia and Frederick Campus Family Education and Early Childhood Department, Columbia Campus Elementary Department (Pre-Kindergarten through 5th grade) and the Frederick Campus Elementary Department (Pre-Kindergarten through 5 th grade) have daily opportunities to enhance their American Sign Language skills, listening, and spoken English skills as a part of instruction. ASL is used as the language of instruction throughout the school day, both in and out of the classroom. ASL provides MSD students full access to information, knowledge and incidental learning. Spoken English is used for one-on-one instruction and with small group instruction when appropriate. For certain classes, spoken English will be used as the language of instruction. ASL will be utilized in the class for support and clarification. MSD Bilingual Education Policy Statement ~QUESTIONS & ANSWERS~ Below are the most commonly asked questions by members of the MSD community, and the answers: 1. Why is there a bilingual education policy at MSD? In the MSD Philosophy and Objectives, MSD strives to prepare all MSD students to become productive and literate members of our society. Deaf and Hard of Hearing Americans, by and large, are bilingual. They switch between American Sign Language (ASL) and written English. Some Deaf people also have spoken English skills and some have English listening abilities. Deaf people use ASL, because they can see. ASL offers Deaf people full and clear access to information. An established ASL language base enables students to learn English as a second language through reading and writing. Parents and teachers sign stories from books to Deaf students by pointing to pictures and English words, and identifying them in ASL. Then, students learn that ASL signs have English word equivalents. This in turn encourages students to learn to spell and recognize words, and eventually become readers. Parent and Student Handbook, 2012-2013 Frederick 16
Page 2 and 3: STATEMENT OF NONDISCRIMINATION The
Page 4 and 5: Table of Contents STATEMENT OF NOND
Page 6 and 7: REPORT CARDS & ACHIEVEMENT ........
Page 8 and 9: ~GENERAL INFORMATION~ Dual Accredit
Page 10 and 11: Maryland School for the Deaf - Colu
Page 12 and 13: Maryland School for the Deaf - Oper
Page 14 and 15: Maryland School for the Deaf 2012-2
Page 18 and 19: This policy puts an emphasis on the
Page 20 and 21: 7. Residence Status: Every applican
Page 22 and 23: The Superintendent may appoint an a
Page 24 and 25: � Funding provided to MSD by MSDE
Page 26 and 27: � The transfer will have a negati
Page 28 and 29: Because MSD is a placement of paren
Page 30 and 31: DISCIPLINARY INFORMATION MSD may in
Page 32 and 33: � Mediation sessions are closed p
Page 34 and 35: HEARING DECISION The ALJ decision o
Page 36 and 37: TITLE IX Title IX of the Educationa
Page 38 and 39: ~STUDENT RIGHTS & RESPONSIBILITIES~
Page 40 and 41: Elementary School The Elementary Sc
Page 42 and 43: of each quarter and consistently po
Page 44 and 45: Homework Lab The homework lab is av
Page 46 and 47: Add/Drop ~POLICIES & PROCEDURES~ Hi
Page 48 and 49: 2. Using or importing offensive, ob
Page 50 and 51: Environmental Concerns Maryland law
Page 52 and 53: � All residence halls have TVs to
Page 54 and 55: � Crisis intervention � Referra
Page 56 and 57: Physical and Occupational Therapy M
Page 58 and 59: Energy Drinks, Nutrition/Sport Supp
Page 60 and 61: A written, signed note or fax is co
Page 62 and 63: Visiting Residence Halls and Campus
Page 64 and 65: Pupil Transportation ~TRANSPORTATIO
Page 66 and 67:
Bullying Prevention Program MSD has
Page 68 and 69:
STUDENT CODE OF CONDUCT The school
Page 70 and 71:
STUDENT CODE OF CONDUCT III. RESPON
Page 72 and 73:
STUDENT CODE OF CONDUCT 6. WEAPON P
Page 74 and 75:
STUDENT CODE OF CONDUCT 4. FALSE ID
Page 76 and 77:
~INDEX~ Absence from School, 45 Aca
Page 78:
Release of Students, 63 Report Card
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Frederick Campus - Maryland School for the Deaf

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