INDIANA SCHOOL FOR THE DEAF
BELONG • EXCEL • THRIVE
CAMPUS POLICE • VP: 317-493-0701 • V: 317-550-4874 HEALTH CENTER • VP: 317-493-0497 • V: 317-550-4818
The Bilingual/Bicultural Philosophy provides language acquisition and facilitates proficiency in two languages, American Sign Language (ASL) and English. By providing an enriched academic and cultural learning environment, our Deaf and Hard-of-Hearing students develop a sense of identity within the Deaf community. Students also develop the knowledge, skills, and attitudes to function effectively with members of a multicultural, diversified community.
Enrollment questions may be answered by submitting the form, calling 317-550-4858, or videophone 317-493-0479 or by email at admissions@isd.k12.in.us or visit admissions.
Meet the Education Leadership Team
Assistant Superintendent of Education
Kim Kause
Middle & High School
Principal
Andy Alka
Middle & High School
Assistant Principal
Annette Tavernese
ECE & Elementary
Principal
Amanda Probert
ECE & Elementary
Assistant Principal
Laura Hill
Related Service Coordinator
Yvonne Weinstein
Transition and Guidance Counseling Coordinator
Mimi Fetzer
Interpreting Services Supervisor
Carrie Martin
CURRICULUM
ISD has provided a bilingual program to include American Sign Language to Deaf and Hard of Hearing children from all over Indiana for over 25 years! We are an ASL play-based program which includes Reggio inspired, loose parts and project activities. We also value family involvement for those who are new or have already been using ASL with your child.
Our teachers are fluent in ASL and the classrooms provide a language-rich environment which provides a barrier-free language experience to children who use language visually. Our environment offers children a place where they can gain language through incidental learning the same way hearing children learn language by listening, instead they do it by watching language around them!
Early Childhood Education (ECE) at Indiana School for the Deaf includes our Early Start Toddlers, Preschool and Pre-Kindergarten programs. These programs cater to children 18 months to 5 years old.
The ECE program offers a creative curriculum with a project approach. The ECE program is inspired by the Reggio Emilia approach. Children in the ECE program develop problem-solving and social skills as they discover their own interests in a self-guided and supportive environment.
The ECE program offers events for ECE students and their families outside of the school setting. These events are offered two Fridays out of the month and typically last for a duration of 1 to 2 hours. The following activities are currently available to all ECE families.
HOME VISITS, COMMUNITY OUTINGS, AND IN-SCHOOL WORKSHOP
EARLY CHILDHOOD EDUCATION - HOME VISITS
The main focus of a home visit is to meet the need(s) of the child. The primary aim of each visit is to assist the child and his or her family with meeting milestones.
COMMUNITY OUTINGS
Community outings include playgroups and meet-ups for children in the ECE program and their families. These events are usually held in the afternoons and provide adults and children with the opportunity to meet in a public place outside of the school or home environment. These outings allow families to see how their young learner interacts with his or her peers. Community outings also allow parents and guardians to meet and interact as well.
IN-SCHOOL WORKSHOP
The in-school workshops address a number of topics that are requested by families of ECE students. Previous topics have included: Sign Language, Parent/Guardian Rights, IEP workshops, and transitioning. Child care is provided during each workshop.
EARLY START TODDLERS
Program Structure
The Early Start Toddler program is designed for children 18 months to 3 years of age.
This program is offered 2 days a week from 8:30am to 11:30am. Families may request a Monday/Wednesday or Tuesday/Thursday schedule.
Curriculum
The Early Start Toddler program focuses on language development and peer interaction. Children in the toddler program receive early exposure to language and strengthen their social skills through play-based activities.
In addition to language acquisition and peer development, the Early Start Toddler program also assists students with the development and expansion of fundamental academic skills, such as reading and writing. This program offers a research based, developmentally appropriate, reading and writing center to help young learners master basic skills. At the reading center students may use free time to look at books. During this time students learn foundational skills such as how to hold a book properly and in which direction to turn the book’s pages. At the writing center students can engage in activities such as scribbling and “free” drawing.
PRE-SCHOOL
Program Structure
The Indiana School for the Deaf Preschool program is designed for children 3 to 4 years of age. They program is offered full-time during regular Simms school hours, Monday through Friday.
Curriculum
The Creative Curriculum and project approach are heavily intertwined in the ISD Pre-school program. Student engagement with a chosen topic of interest shapes teacher lesson plans. ECE preschool teachers guide each child as a resource and fellow learner.
Our Preschool program offers a rich bilingual environment for children to experience both English and American Sign Language. Each interaction throughout the day, whether it is in the classroom setting, lunch or recess, is viewed as an opportunity to build language and social skills.
PRE-KINDERGARTEN
Program Structure
The Pre-Kindergarten program is designed for children 4 to 5 years of age. This program is offered full-time during regular Simms school hours, Monday through Friday.
Curriculum
The Pre-Kindergarten program prepares young learners for the more structured kindergarten classroom setting. Students in this program begin learning words and word formation for kindergarten readiness. These young learners also engage in play-based activities to encourage collaboration, problem solving and peer development.
ECE Principal
Interim, Kim Kause, Director of Instruction
ECE Assistant Principal
Amanda Probert
VP: 317-493-0383
ECE Secretary
Scott Tilson
VP: 317-493-0620
CURRICULUM
Elementary offers curricula under the Indiana Department of Education Proficiency Standards with emphasis on linguistic and cognitive skills with real world applications. Elementary at ISD comprises the Kindergarten through fifth grades. American Sign Language (ASL) is the language of instruction. The curricula encompass American Sign Language, language arts (ESL and Literacy), mathematics, science, social studies, arts, physical education, computer lab, drama, communication, and social skills.
The major goal of the Elementary Program is to provide linguistic, social, and intellectual experiences to enable the students to develop literacy in two languages - ASL and English. Culturally, the students are offered experiences that will enhance the acquisition of the behaviors, attitudes, and values of both Deaf and Hearing communities. Caring adults who are licensed teachers provide these bilingual, bicultural experiences that support each child's self-esteem and pride in family, community, ethnic, and linguistic heritage. We view ourselves as members of a world community with a variety of values and traditions. We feel that educational opportunities to learn about and value other cultures and traditions are important to understanding and respecting of one's own individual culture and traditions.
PROGRAM STRUCTURE
All students have 90 minutes of uninterrupted Bilingual Language Arts (BLA). BLA primarily emphasizes reading and grammar skills. The Language Arts program follows the Process Balanced Literacy Model. Our program uses two forms of assessments. Fry Sight Words Assessments and A-Z reading levels.
Students in the elementary school also spend an average of 50 minutes focusing on each of the following content areas separately: Math, English, Social Studies, and Writing. In addition to the core content areas, students have a 50 minutes block of Related Arts time. The Related Arts electives include: Deaf Studies, Physical Education (PE)/Health, and Art.
Deaf Studies is the study of Deaf culture. American Sign Language (ASL) and the usage of ASL. Students in the Deaf studies course learn the history and origins of American Sign Language. They also learn about Deaf history and culture. Lastly, students are given the chance to present in ASL to develop and refine their presentation skills.
Physical Education (PE) and Health: the program follows the presidential physical fitness standards.
Art: Students study a wide array of mediums and work on projects to facilitate creative growth.
TYPE OF ASSESSMENTS
Indiana Standards and Tools for Alternate Reporting (ISTAR)
ISTAR measures student progress in English/Language Arts (ELA), Science (Grades 4, 6, and 10), Math (Grades 3-8, and 10), and Social Studies (Grades 5 and &) based on alternate standards. Grade-level standardized tests may not be able to adequately assess students who perform at a rate significantly below their grade level. ISTAR aims to alleviate this issue.
World-Class Instructional Design and Assessment (WIDA)
WIDA is an English language proficiency assessment put in place to meet Indiana’s standards for college and career-readiness. This assessment measures English language skills.
NWEA- Measure of Progress (MAP)
Measures of Academic Progress (MAP) are for students in grades K-12. These assessments have been designed to measure academic growth, establish curriculum, predict proficiency on tests, etc.
IREAD-3
This assessment measures basic reading skills up to the 3rd grade. This test is designed to ensure that all students can read at acceptable levels before advancing to the 4th grade.
GRADING SCALE
K-2 GRADE
O = EXCELLENT PROGRESS
S = SATISFACTORY PROGRESS
N = NEEDS IMPROVEMENT
3-5 GRADE
A = EXCELLENT
B = GOOD
C = AVERAGE
D = POOR
F = FAILING
Elementary Principal
Interim, Kim Kause, Director of Instruction
Elementary Assistant Principal
Amanda Probert
VP: 317-493-0383
ECE Secretary
Scott Tilson
VP: 317-493-0620
MISSION
The mission of the ISD Middle School department is to provide an educational, bilingual environment in which students feel safe, secure and unlimited in pursuing learning experiences to their maximum potential. ISD is committed to providing students with the encouragement and educational opportunities necessary to prepare them to become productive members of society. It is the ISD's goal is to assure that all students receive a well-rounded education that emphasizes high academic and social standards, promote healthy lifestyles, cultivate critical thinking and problem solving skills, develop technological literacy, provide for postsecondary and/or career preparation, and instill a desire for life-long learning.
VISION
ISD Middle School department is fully committed to providing each student with a well-rounded educational program in a bilingual environment leading to high school which will foster independence and social responsibility in the 21st century.
CURRICULUM
The Middle School offer curricula under the Indiana Department of Education Proficiency Standards with emphasis on linguistic and cognitive skills with real-world applications.
The Middle School comprises the sixth through the eighth grades. The curricula encompasses Language Arts (English & Reading), Mathematics, Science, Social Studies, ASL and Deaf Studies, Physical Education and Health, as well as quarterly class rotations. It utilizes technology, especially computers, as productivity tools. There are seven class periods per day.TYPE OF ASSESSMENTS
Indiana Standards and Tools for Alternate Reporting (ISTAR)
ISTAR measures student progress in English/Language Arts (ELA), Science (Grades 4, 6, and 10), Math (Grades 3-8, and 10), and Social Studies (Grades 5 and &) based on alternate standards. Grade-level standardized tests may not be able to adequately assess students who perform at a rate significantly below their grade level. ISTAR aims to alleviate this issue.
World-Class Instructional Design and Assessment (WIDA)
WIDA is an English language proficiency assessment put in place to meet Indiana’s standards for college and career-readiness. This assessment measures English language skills.
NWEA- Measure of Progress (MAP)
Measures of Academic Progress (MAP) are for students in grades K-12. These assessments have been designed to measure academic growth, establish curriculum, predict proficiency on tests, etc.
ISTEP+ Grades 3-8
The ISTEP+ is designed to test students in the areas of English/Language Arts, Math, Science (Grades 4 and 6), and Social Studies (Grades 5 and 7).
GRADING SCALE
All students will be marked according to their achievement within the level in which they are working. In general, courses will be graded four times a year.
Middle School Principal
Andy Alka
VP: 317-493-0619
Voice: 317-550-4799
Middle School Assistant Principal
Annette Tavernese
VP: 317-493-0472
Middle School Secretary
Felicia Hubbard
VP: 317-493-0617
MISSION
The mission of the ISD High School department is to provide an educational, bilingual environment in which students feel safe, secure and unlimited in pursuing learning experiences to their maximum potential. ISD is committed to providing students with the encouragement and educational opportunities necessary to prepare them to become productive members of society. It is the ISD's goal is to assure that all students receive a well-rounded education that emphasizes high academic and social standards, promote healthy lifestyles, cultivate critical thinking and problem solving skills, develop technological literacy, provide for postsecondary and/or career preparation, and instill a desire for life-long learning.
VISION
ISD High School department is fully committed to providing each student with a well-rounded educational program in a bilingual environment leading to college entrance and/or career paths which will foster economic independence and social responsibility in the 21st century.
CURRICULUM
Our High School comprises the ninth through the twelfth grades. The curricula encompass English/Language Arts, Mathematics, Science, Social Studies, Career and Technical Education, and School to Work opportunities. At Indiana School for the Deaf (ISD) high school students participate in the development of their transition plan to be better prepared for their future endeavors.
GRADING POLICY
Incomplete Grades
An Incomplete (I) is given when a student does not complete the requirements of the course. The student must plan with the teacher to meet those requirements. Teachers must submit final grades for each student upon completion of the course or inform the principal what arrangements have been made to remove the incomplete. Accommodations for individual situations can be made by the principal if necessary. Each student has two weeks, 10 school days, after the last day of the grading period to fulfill the requirements of the course upon returning from an extended absence (three days or more). Any work not made up will be recorded as failing. Exceptions to this policy must be approved by the principal. The Formula for Calculating GPA of Weighted Courses
Advanced Placement (AP) classes will receive weighted grades. All AP classes will carry a weight of 1.5, unless otherwise noted, which will be multiplied by the number of semester AP courses passed divided by the number of semesters of high school completed. This quotient will be added to the GPA.
GRADUATION REQUIREMENTS
The completion of Core 40 is an Indiana graduation requirement. Indiana’s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed: The student, the student’s parent/guardian, and the student’s counselor (or another staff member who assists students in course selection) must meet to discuss the student’s progress.
The student’s Graduation Plan (including four year course plan) is reviewed. The student’s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined.
PROGRAM STUDIES
Indiana School for the Deaf offers four kinds of diplomas: Core 40, General Diploma, Core 40 with Academic Honors and Certificate. A decision on a specific track is determined by a team of case conference, thus early planning is critical in assisting students achieve their goals and demonstrate readiness for post-graduation plans.
ADVANCED PLACEMENT (AP)
The Indiana School for the Deaf offers Advanced Placement (AP) courses for high school students. The College Board sponsors The Advanced Placement Program. The Advanced Placement Program (AP) gives students the opportunity to take college-level courses and exams while they are still in high school. Students may earn college credit, accelerated placement, or both for college. Students showing an interest to take an AP course must have a cumulative GPA of 3.0 or with the Director of Instruction’s permission.
Grade weights for all College Board Advanced Placement courses will be removed if students do not complete the scheduled AP examination for any reason. Cumulative class ranks and cumulative GPA’s will be retroactively recalculated for students who do not complete the scheduled AP examination in order to remove any grade weight advantage the student may have received for the course.
A new law, PL 91, requires all Indiana public colleges and universities including all two and four year institutions to award college credits for Indiana secondary school students that earn a score of 3 or higher on College Board’s Advanced Placement (AP).
Indiana public colleges and universities may require a score higher than 3 to award credits (score from 1 to 5) for a course that is required for a student’s major. If a college or university chooses to do so, it must still award a student elective credits that count toward his/her overall degree requirements to graduate from college.
Students enrolled in for AP courses are required to take the Advanced Placement exams in May.
The Indiana Department of Education pays for science and math exams for juniors and seniors, so there is no cost to ISD juniors and seniors for these tests. All other tests have fees. Currently we offer two AP courses; English Literature and Composition, AP and European History, AP. For a complete course description and other information regarding AP courses go to: https://apcentral.collegeboard.org/courses.
High School Principal
Andy Alka
VP: 317-493-0619
Voice: 317-550-4799
High School Assistant Principal
Annette Tavernese
VP: 317-493-0472
High School Secretary
Meli Ward
VP: 317-493-0614
The Career and Technical Education (CTE) Department at the Indiana School for the Deaf is a highly developed, work-based training program for both High School and Transitional students. Sophisticated equipment and industry-standard software training allow our students to learn with hands-on training that give them marketable job-skills.
To prepare for success, students must have opportunities to reinforce, apply and transfer their work experience knowledge and skills to a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and the development of workplace skills prepare students for success in the work force, training or college. Additionally, we do provide extra CTE courses with JEL. VIEW CTE COURSES
TRANSITION AND CAREER SERVICES
Transition Services are a planned set of activities that assist students with moving from school to post-school activities. In the Transition and Career Services (TACS) program these services include community experiences, instruction, the development of employment, and other post-school adult living tasks and goals. The TACS staff takes each student's abilities and interests to heart in trying to match students with jobs that will not only interest them, but will also offer enough variety so that students have a clearer understanding of their own individual strengths in order to best plan for their futures.
J. EVERETT LIGHT CENTER
The Indiana School for the Deaf has been working in conjunction with Washington Township Schools’ J. Everett Light Career Center to provide intensive vocational training to students who identify that they would like to leave high school with national board certification in their chosen vocational field. The J. Everett Light program lasts for two years. Some programs have specific prerequisites for enrollment. See your Guidance Counselor for specific grade level requirements.
JEL Career Center classes relate academic subjects to the “real world of work”. Students learn in a classroom specifically designed to resemble the related work atmosphere. The Career Center uses state-of-the-art equipment, computer programs and teaching techniques to give students the “hands on” experiences that students usually don’t experience until they enroll in post-secondary institutions.
Students can earn elective high school credits for JELCC courses. Upon passing a course for the semester, a student can earn three credits for a three-hour course and two credits for a two-hour course. ISD will add these credits to the transcript. Additional information may be found on their website at www.jelcc.com.
ORIOLES ACADEMY
The Transition and Career Services program (TACS) established the Oriole Academy to assist students with work readiness skills. The Oriole Academy follows the Indiana State Department of Education's curriculum for Interdisciplinary Cooperative Education (ICE), in which part of the school day is set aside for work experience, while another works on academic skills that support the student in career education in general and toward his or her specific job placement.
High School Principal
Andy Alka
VP: 317-493-0619
Voice: 317-550-4799
High School Assistant Principal
Annette Tavernese
VP: 317-493-0472
High School Secretary
Meli Ward
VP: 317-493-0614
SCHOLARSHIP
The Dona O’Keefe Tucholski Scholarship fund (funded by the private foundation founded in 1996 by Mr. and Mrs. Donald C. O’Keefe) will be given to the top graduating student from ISD in the amount of $500.00. Qualifications for this scholarship: the student must be Deaf+ and attend a local technical college.
2011 – Jorge Aleman
2012 – Stephanie Zachary
2013 – Aries Locke
2014 – Aviv Levy
2015 – Aubrey Gibson
2016 – Andrew Todd
2017 – Kietel-Layton Certeza
2018 – Julissa Howle
2019 – Michael Lantz
2020 - Audrey Haynes
2021 - Naomy Arevalo
2022 - Sabu Middlebrook
2023 -
EDUCATION TECHNOLOGY
STUDENT SUPPORT SERVICES
The Assessment Team’s main function is to provide enrollment, annual, and requested in-depth assessments to all ISD students, utilizing a multi-disciplinary approach. The team also discusses referrals for types of evaluations done by team members.
Paula LaMonaca - Director of Health Services
Robbin Duncan - School Psychologist
Shannon Crawford - Audiologist
Hannah DeVous - Speech Language Therapist
Lindsey Pfledderer - Speech Language Therapist
Jennifer Wurth - Speech Language Therapist
Violet Blake - ECE & Elementary School Counselor
Trisha Dray - Middle and High School Counselor
Lori Kiel - Occupational Therapist
Jeanne Goldner - Occupational Therapist
Indiana School for the Deaf (ISD) provides students with a quality education in the Least Restrictive Environment (LRE). ISD case conference staff and administrators work closely with students and their families to ensure each child’s individual needs are being met as described in the child’s Individualized Education Program (IEP). Case Conference administrators are responsible for legal compliance. Their role is to facilitate and ensure that all legally mandated annual Individualized Education Programs (IEPs) are complete. Please refer to the Procedural Safeguards and Article 7, Indiana’s Special Education Rules, for information on the case conference process and the rights of parents and guardians.
The team also discusses referrals for types of evaluations done by team members.
Marissa Babineaux - IEP Support Specialist
Beth Fields - IEP Administrator
Cynthia Floyd - IEP Administrator
ASL Specialist offers direct services for the Indiana School for the Deaf student with various of mastery in American Sign Language from none to intermediate, by prompting language foundation to acquire appropriate educational instructional.
ASL Specialists:
Cara Barnett
Frances Sorrentino
Indiana School for the Deaf provides support, assistance and resources for enrolled students who are Deaf or Hard of Hearing. The school offers support services including assessments, audiology, case conferences, transition and career services, counseling, behavior support, interpreter services, physical/occupational therapy, and speech/language.
ISD Interpreting Services strives to provide consistent, high quality interpreting services within the bilingual and bicultural school environment so that everyone can be seen, heard and understood.
The Interpreting Services Office is committed to providing interpreting for ISD students, families, and staff members. The interpreting services office also provides foreign language interpreters, certified deaf interpreters and translates documents as needed. Contact us for information about the interpreting process and best practices, community resources, and advocacy.
Carrie Martin - ASL Interpreter
Chazz Middlebrook - ASL Interpreter
Eric O'Dell - ASL Interpreter
ISD offers audiology services by certified and licensed audiologists. Audiologists at ISD provide direct student services to address IEP goals and objectives. Our audiologists monitor the hearing levels of our students and manage the technology our students may use. They may also facilitate the fitting of new hearing technology and collaborate with other audiologists all over the state in an effort to optimize the use of listening devices. Audiology staff members also provide audiological assessment, hearing aid and cochlear implant support at school, staff training and consultation, and parent consultation.
ISD’s Audiologists are English/American Sign Language bilinguals and have experience and training in school age audiology, bilingual bimodal language and listening development in Deaf and Hard of Hearing students. Each speech language pathologist and audiologist works closely with an ASL Specialist and a Bilingual Educator for assessing and developing both American Sign Language and written/spoken English.
Audiologists:
Shannon Crawford
Dana Ramsey
ISD offers speech language therapy by certified and licensed speech language pathologists. Speech therapists provide assessment, direct student services and consultation to address IEP goals and objectives. Speech therapists also document and report progress to parents. Speech therapy staff are English/American Sign Language bilinguals. Each speech therapist has experience and training in bilingual bimodal language development in Deaf and Hard of Hearing students.
ISD's speech language pathologists and audiologists work closely with an ASL Specialist and a Bilingual Educator for assessing and developing both American Sign Language and written/spoken English.
Speech Pathologists:
Hannah DeVous
Lindsay Pfledderer
Jennifer Wurth
School based occupational and physical therapists collaborate with parents and educational staff to help implement each student’s Individualized Educational Program (IEP). When necessary, therapists may also partner with other staff members to modify the child’s routine or environment to foster more independence within the educational environment.
Physical Therapy at Indiana School for the Deaf (ISD) aims to assist students with improvements in areas such as coordination, balance, strength and flexibility.
Occupational Therapy at Indiana School for the Deaf (ISD) provides students with assistance in areas such as fine motor coordination and sensory-motor processing.
These services allow students to fully participate in their educational programs. Additionally, physical therapy and occupational therapy staff members are English/American Sign Language bilinguals.
Jeanne Goldner - Physical Therapist
Lori Kiel - Occupational Therapist
Paula Berry - OT/PT
Select and administer age-appropriate assessment methods and materials in order to determine the needs of the student during initial evaluations and reevaluations.
Provide consultation with parents, teachers, staff of the Related Services Department in addition to the local education agencies (LEAs).
Function as a member of the school's multidisciplinary team to determine a student's eligibility for services and appropriate programming and classroom recommendations, in addition to monitoring the student's ongoing progress.
School Psychologist:
Robbin Duncan
School counselors help all students apply academic achievement strategies, manage emotions and apply interpersonal skills. School counselors' duties include providing individual student academic planning and goal setting, school counseling classroom lessons based on student success standards, short-term counseling to students, referrals for long-term support, collaboration with families/teachers/ administrators/ community for student success, advocacy for students at individual education plan meetings and other student-focused meetings, and data analysis (i.e., functional behavior assessments with the data given by the staff) to identify student issues, needs and challenges. In addition, school counselors will also help with the referral process if a student is in need for mental health services.
Violet Blake - ECE & Elementary Counselor
Trisha Dray - Middle & High School Counselor
Indiana School for the Deaf provides behavior support services for all students. ISD’s behavior specialists participate in the evaluation process with the school counselor and participates in the process for creating, implementing, and monitoring behavior programming. When working to support an individual student, they work with school and dorm staff to assist in identifying the root cause of negative behavior using an effective problem-solving process. Comprehensive support plans involving the use of positive behavior support strategies are developed by the school to include the teaching of appropriate interpersonal and/or social skills. ISD also provides a student support room in each department where students can problem solve, calm, and take a necessary break. ISD uses Positive Behavior Intervention Support (PBIS) strategies to assist students in learning responsible and appropriate behavior.
Violet Blake - ECE & Elementary Behavior Specialist
Cindy Pickering - Middle & High School Behavior Specialist
The transition program is designed to assist middle school and high school students with intellectual, social and personal growth. The program also assists students in making informed and individually appropriate social and educational choices. The program also works with students to develop and implement transition goals as listed in the students’ Individual Education Plans (IEP).
Transition Services are also a planned set of activities that assist students with moving from school to post-school activities. In the Transition and Career Services (TACS) program these services include community experiences, instruction, the development of employment, and other post-school adult living tasks and goals. The TACS staff takes each student's abilities and interests to heart in trying to match students with jobs that will not only interest them, but will also offer enough variety so that students have a clearer understanding of their own individual strengths in order to best plan for their futures.
Mimi Adams - Transition and Guidance Services Coordinator
Donna Saaty - Transitional Specialist
The Indiana School for the Deaf recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop progressive technology and communication skills.
MISSION
The Indiana School for the Deaf strives to be the premier comprehensive center providing education, services and resources for Deaf and Hard of Hearing children, their families, and educational partners.
VISION
Technologies that enable or provide a true bilingual environment are needed everywhere on the campus, and should be used all the time. Every opportunity that allow for true, equal accesses in resources by every single student and staff should be incorporated daily. The school's use of video conferencing, web cams, ISDTV, digital cameras, visual presenters, digital video cameras, and more, enables true, equal access.
Stephanie Steiner - Educational Technology Specialist