Mt. San Antonio College
Captioner
(CART Provider)
Handbook
First Edition – 2009
Mt. San Antonio College
Captioner
(CART Provider)
Handbook
1st Edition – 2009
Dear Captioners,
Welcome to Mt. San Antonio College! We understand that there are numerous educational
institutions at which you may choose to work. We appreciate your decision to work with us.
We are making every effort to create and maintain a supportive work environment.
Disabled Student Programs and Services (DSP&S) is responsible for providing qualified,
academic Captioners as needed for Deaf and Hard of Hearing (DHH) students at the college.
Our goal is to provide full communication access to information presented in classrooms as
well as all class-related activities.
This handbook is meant as a guide and reference for you. It details the role and
responsibilities of Academic Captioners at Mt. San Antonio College (Mt. SAC).
You are expected to be familiar with the policies and procedures in this handbook.
DSP&S reserves the right to change, add, or delete any of the information described in this
handbook. This handbook is, like your profession, a work in progress. While it is understood
that the term CART Provider is becoming the norm for Academic Real-Time Captioning, the
job title under which you have been hired is Captioner. For the purposes of this handbook the
term Captioner will be used. Please update your handbook as new information is passed out.
An updated handbook will be kept in the captioner/interpreter office. If you have any ideas,
suggestions, or questions in regards to the handbook please let me know. Again, welcome!
Don Potter, Manager
Disabled Student Programs & Services
Deaf and Hard of Hearing Services
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DSP&S Mission Statement
Our mission is to offer quality programs and services empowering students with disabilities to
access and engage in educational activities at the College
MT. SAC Core Values
Integrity
We treat each other honestly, ethically, and responsibly in an atmosphere of trust.
Diversity
We respect and welcome all differences, and we foster equal participation throughout the campus
community.
Community Building
We work in responsible partnerships through open communication, caring and a cooperative
spirit.
Student Focus
We address the needs of students and the community in our planning and actions.
Life-long Learning
We promote the continuing pursuit of high education goals through equal access
to excellence in both teaching and support services.
Positive Spirit
We work harmoniously, show compassion, and take pride in our work.
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DIRECTORY
Don Potter
Manager
Deaf and Hard of Hearing Services
909-594-5611, ext. 5647
866-954-6753 (VP)
dpotter@mtsac.edu
Lori Mahan
Student Services Program Specialist
909-594-5611, ext. 6393
lmahan@mtsac.edu
Vanessa Ordaz
Senior Interpreter
909-594-5611, ext. 5639
vordaz@mtsac.edu
Brandi Williams
Senior Interpreter
909-594-5611, ext. 5639
bnwilliams@mtsac.edu
Deaf and Hard of Hearing Services
(909) 539-5775
Interpreters@mtsac.edu
Julie Bradley
Counselor
Deaf and Hard of Hearing Students
909-594-5611, ext. 5645
866-954-4765 (VP)
jkbradley@mtsac.edu
Grace Hanson
909-594-5611, ext. 4290
Director
Disabled Student Programs & Services
DSP&S Front Desk
FAX
909-594-5611, ext. 4290
909-468-3943
Security
909-594-5611, ext. 4555
You are welcome to make an appointment with anyone you need to
see. Call the front desk to make the appointment.
Our mailing address is:
Mt. San Antonio College – DSP&S
Attention: Don Potter
1100 North Grand Avenue
Walnut, CA 91789
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TABLE OF CONTENTS
Section 1: Mt. SAC Captioner Basics
Hiring of Captioners
Typical Captioner Duties
Physical Demands
Captioner Characteristics
Pay Rates/Levels
Equipment/Set-up
Advancement
Termination
Payday
Captioner Perks
Parking
Section 2: Captioner Ethics
Captioner Ethics
RID Code of Professional Conduct
Section 3: Classroom Responsibilities
First Day/Week of Class
Seating
Lighting
Captioning Movies
Classroom Tests
Professional Courtesy
Feedback from Students & Instructors
Student Observers
Observations
Captioner/Student Interaction
Teaming
Section 4: Policies and Procedures
Absences
Punctuality
Substitute Captioning
Dictionaries
Preparation Time
Assignments
2-Hour Minimum Policy
Availability/Example Availability Form
Emergencies
ID Badges
Captioner/Interpreter Office
Dress Guidelines
Timesheet Procedures
Overtime
Example Timesheets and Instructions
Student No-Show Procedures
Student Absences/Class Cancellations
Class Finishes Early
Section 5: Questions/Expectations
Frequently Asked Questions
Summary of Expectations
Section 1
Mt. SAC Captioner Basics
Hiring of Captioners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Typical Captioner Duties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Physical Demands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Captioner Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Pay Rates/Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3
Equipment/Set-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Advancement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Termination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Payday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Captioner Perks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Captioner Parking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Mt. SAC Captioner Basics
Hiring of Captioners
Hiring of captioners at Mt. SAC is based on an interview/evaluation with the Deaf/Hard
of Hearing Services (DHHS) Manager. An applicant needs to make an appointment
and submit an application obtained from the Student Services Program Specialist and a
resume. Assignment to a particular captioner position is based on satisfaction of the
requirements for the position AND recommendation from the DHHS Manager.
Interviews and preliminary evaluations are done as needed to establish a pool of
qualified captioners.
Evaluation Criteria
Basic criteria we are looking for to determine level of pay and class assignments:
 Knowledge and Application of the NAD-RID Code of Professional Conduct
 Professional Demeanor
 Professional Appearance
 Experience (Preferably in Academic Captioning)
 Ability to Work Well with Others
 Skill
 Certification/In-House Evaluation
Typical Captioner Duties
 Attend classes and student activities to caption educational information, classroom
discussions and activities.
 Continuously improve their skills and gain knowledge through attendance at
captioner workshops, working on specific skills, networking with other captioners
and by increasing specialized vocabulary.
*These positions currently fall under the category of “professional expert” and
do not include benefits, vacation, or sick leave pay. Hours are not guaranteed.*
Physical Demands
Captioning requires long periods of sitting while constantly moving hands and arms. Mt.
SAC has a large campus. Captioners are often required to walk quickly from one
assignment to another while transporting their equipment. The captioner could be placed in
a variety of physically demanding situations.
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Captioner Characteristics
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Above average ability to understand a variety of school subjects
Ability to grasp facts and details quickly
Ability to make sound decisions quickly
Ability to withstand prolonged hours of contact with people
Ability to develop effective working relationships with others
Ability to abide by the RID/NAD Code of Professional Conduct at all times
Motivation to improve quality of service
Patience and tact
Knowledge of research and reference materials and the ability to use them
effectively
Ability to establish and maintain personal and professional boundaries
Ability to do the job amidst conflict
Tolerance for stressful situations
Excellent communication skills
Captioner Pay Rates and Levels
Level III – $27.00 per hour

Must possess a written verification of speed, accuracy and skills
from an accredited court reporting school currently attending.
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Must possess/be able to demonstrate ALL of the following:
1)
Ability to perform real-time captioning at 180 words per
minute.
2)
Ability to produce a 95% error free transcript.
3)
Real-time dictionary of 25,000 words.
Level IV – $32.00 per hour
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Must meet one of the following requirements:
1)
Hold certification in Certified Shorthand Reporter
Certificate (CSR), Registered Professional Reporter
Certificate (RPR), Certificate of Real-time Reporter (CRR)
or Certified CART Provider (CCP).
2)
Completion of training at an accredited court reporting
school (proof must be submitted) AND a minimum of 6
months ongoing professional experience providing realtime captioning in an academic/classroom setting.
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Must possess/be able to demonstrate ALL of the following:
1)
Ability to perform real-time captioning at 200 words per
minute.
2)
Ability to produce a 96% error free transcript.
3)
Real-time dictionary of 35,000 words.
-2Level V - $40.00 per hour
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Must meet one of the following requirements:
1) One of the following certifications: CSR, RPR, CRR, or CCP
AND a minimum of one year of ongoing professional
experience.
2) Completion of training at an accredited court reporting school
(proof must be submitted) AND a minimum of three years of
ongoing professional experience providing real-time captioning
in an academic/classroom setting.
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Must possess/be able to demonstrate ALL of the following:
1) Ability to perform real-time captioning at 225 words per
minute.
2) Ability to produce a 96% error free transcript.
3) Real-time dictionary of 45,000 words.
Equipment/Set-up
You must acquire and maintain all equipment needed: a laptop
computer with (10 inch minimum) screen; real-time cables/steno
machine; up-to-date software (able to make corrections while writing);
extension cords; extra battery; power surge protector; masking/electrical
tape; portable laptop stand (if possible).
Advancement
Advancements in level/pay are considered in May of each year (as the budget allows). If you
would like to be considered for advancement, please fill out an Application for Re-Evaluation
(available in the office), and tell us how you have worked to improve your skills. If approved, an
appointment will be scheduled with the DHHS Manager. If advancement is awarded, your new
position will begin July 1st.
Advancement is based on:
1. Improvement of skills.
2. Certification - If a captioner receives new certification (and meets the other criteria for a
level advancement at Mt. SAC) the pay increase will occur as soon as possible, which
may be the beginning of the next fiscal year.
3. Employment record and reliability, including appropriate on-the-job decision-making and
attendance.
4. Evidence of professional growth (i.e.: workshops attended, etc.) as described in your
Application for Re-evaluation.
5. A minimum of 12 hours of documented skill development/workshops (outside of Mt.
SAC) since your last evaluation is required.
6. Demonstrated adherence to Mt. SAC’s expectations of captioner dress and behavior.
7. Number of hours worked at Mt. SAC.
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Termination
If allegations are made that a captioner has violated the RID Code of Professional Conduct
or other reasonable expectations, the DHHS Manager will meet with the captioner to
investigate if a violation has occurred. If a violation has occurred, appropriate sanctions,
ranging from a warning to removal from the Mt. SAC captioner roster, will be imposed.
Possible violations include but are not limited to:
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breach of confidentiality
frequent tardiness or absence at accepted assignments
failure to inform Program Specialist of missed assignments
habitual last-minute cancellations
falsely billing for un-worked assignments
violating an individual’s civil rights
inability to meet student’s needs
unprofessional or unethical behavior
inability to establish and maintain professional relationships
failing to follow policies and procedures (especially those errors which result in
disruption to student services)
If at any time questions or problems arise in reference to the above, please direct all
inquiries to the DHHS Manager or Program Specialist.
Payday
Payday is the 10th of each month (or the nearest working day prior to the tenth if the 10th is not
a school day). Checks are mailed or direct-deposited (talk to Payroll in the Administration
Building, Building 4, first floor, to establish direct deposit.) Please look over your check. If you
find any discrepancies or items you do not understand ask the Program Specialist.
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Captioner “Perks”
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Access to practice videotapes, text books, and skill development books.
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Captioner Office – with Internet access, TV, VCR/DVD player, textbooks,
microwave, refrigerator, a place for your things, and a place to “hang out” between
classes.
Note: Please label your food. Old food will be thrown out. The refrigerator is
cleaned out frequently.
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Faculty/Staff library privileges - by presenting your Mt. SAC identification card. The
library offers Internet access.
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Faculty/staff bookstore privileges: 10% discount on everything except textbooks.
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Faculty/staff dining room (in the cafeteria).
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Captioner meetings to discuss problems and solutions, share ideas, and generally
get support and information. Feel free to come in any time for a one-on-one chat.
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Captioner Phone – there is a phone for your use in the office. Please use only when
necessary and only for a short time. If you hear the phone ringing, please answer it.
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Space to post information on workshops, freelance and other jobs, articles of
interest, and other captioner information. Please feel free to contribute any
information that you find interesting or valuable.
Captioner Parking
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Captioners are given staff parking privileges.
Staff permits are issued annually for the entire year.
With a staff permit you are allowed to park in any staff parking across campus.
Make sure your permit is displayed properly and can be easily seen; otherwise you
may get a ticket.
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Section 2
Captioner Ethics
Captioner Ethics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-9
RID Code of Professional Conduct. . . . . . . . . . . . . . . . . . 10-17
Captioner
Ethics
As it is necessary to have a framework for judging appropriate conduct, Mt. SAC DHHS has
adopted the National Association of the Deaf-Registry of Interpreters for the Deaf (NAD-RID)
Code of Professional Conduct, set up by the National Counsel on Interpreting (NCI). All staff
are expected to know and follow the Code. This code can be found at the back of this section
of the handbook. Several highlighted areas are listed below:
Confidentiality
Captioners at Mt. SAC may discuss assignment-related information (class, location, time,
and student) with the Manager or Program Specialist. Issues which should be discussed
include:
 communication problems
 difficulty meeting student needs
 student’s habitual inattentiveness, tardiness, absence
 any problem the captioner is unable to resolve by talking to the student and/or
instructor
 any problem causing interference with the captioning process
**It is essential that the Program Specialist is notified of any potential
problems/situations.**
Often, instructors, students, and other staff will ask questions which, ethically, we cannot
answer. Suggested responses to maintain confidentiality and remain courteous include:
 I can’t answer that question; you may want to ask the student directly.
 The student could probably answer that better than I could.
 I am sorry. I am not at liberty to say.
 I am sorry, that information is confidential.
 I am not sure.
 I only see the student in this class.
 I don’t know the student personally.
 I am not able to discuss that information.
 DSP&S could probably answer that question for you. Let me give you their phone
number.
 If you have concerns you would like to address concerning the captioner in your
class, I encourage you to talk to the Manager (hand them a business card). Let me
give you the phone number.
 Perhaps you’d like to talk with the student’s DSP&S counselor, Julie Bradley. She
can be reached at extension 5645.
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Appropriate Assignments
Mt. SAC serves a diverse student population. It is essential that we provide appropriate services
to our students. If you feel you are unable to meet the student’s needs, please see the Manager
or Program Specialist.
Some DHH students may not fully understand the captioned message due to differences in
culture, language, or experience. It is appropriate for academic captioners to clarify information
(e.g. hearing-culture jokes, certain English vocabulary that does not translate well) on a limited
basis.
Classes sometimes contain sensitive topics such as human sexuality or political or religious
viewpoints, or guests such as nude models or animals. If you are uncomfortable with a class or
a particular student, personally or professionally, please let the Manager or Program Specialist
know right away. Recognition of an inappropriate placement is a sign of a strong sense of ethics,
not of incompetence. We may be able to give you additional training, an experienced team, or a
different class.
Boundaries
The captioner is not responsible for the behavior of deaf and hard-of-hearing students. College
students are considered legal adults and are responsible for their own behavior, decisions and
learning.
If a student or instructor is not aware of the captioner’s role, the captioner may briefly:
1) Clarify his/her role to the instructor and/or students in the classroom as the
need arises.
2) Give clues needed for appropriate interaction. For example, if the student directs
classroom questions directly to the captioner, the captioner redirects the student to the
instructor.
The captioner should maintain a professional, friendly attitude without being a “helper” or
becoming involved in the students’ lives. Do not counsel, advise, or interject your personal
opinions (including but not limited to those regarding religion, politics, sex, or personal lifestyle
choices). Captioners are in the classroom to facilitate communication, not to be tutors, parents,
or friends. If a student appears to be having difficulty in class and asks for help from the
captioner, e.g. tutoring or advice, the student should be referred to the Counselor for Deaf and
Hard of Hearing Students (CDHH), Julie Bradley.
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Here are a few solutions to such problems:
1. If the problem is due to the captioner’s presentation of the message, the captioner should
restate the information in a different way. If the captioner is unable to communicate
clearly to the student, the matter should be referred to the Manager or Program
Specialist.
2. If the problem is due to the student’s own lack of preparation or difficulty in
comprehending the material in general, the captioner may encourage the student to see
the CDHH, who may arrange for tutoring or other assistance.
3. If the student’s difficulty is due to the instructor’s style of teaching, there is little the
captioner can do. Let the Program Specialist know of the situation, and refer the student
to the CDHH if necessary (i.e., the student is extremely frustrated and/or wants to drop
the class).
Continuing Professional Development
Mt. SAC strongly recommends all captioners attend workshops and professional
gatherings. We provide as much support as we can by informing captioners of
upcoming workshops, offering in-house workshops, and bringing outside presenters to
Mt. SAC.
Professionalism in the Classroom
Captioners at Mt. SAC are expected to behave as professionals at all times. Our
responsibility in the classroom is to facilitate communication. We are not classroom
aides, teachers, helpers, or buddies. The captioner should not volunteer information or
ask questions unrelated to the task at hand. Of course, there are gray areas. There is
sometimes a fine line between what is appropriate and what is not.
Make your decisions carefully and see the NAD-RID Code of Professional
Conduct for more information on this issue.
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Here is a list of some of things that happened in the past, that shouldn’t have
happened:
 Captioners telling the instructors the captioners’ personal business (e.g. the latest
crisis).
 Captioners participating in the class (e.g. raising a hand in response to a
question, answering questions, participating in activities).
 Captioners showing up late and “making an entrance.”
 Captioners asking students if they did their homework, what classes they are
taking next semester, or other inappropriate personal questions.
 Captioners answering students’ questions instead of directing their questions to
the instructor.
 Captioners being involved with students (they caption for) socially, outside of
work.
 Captioners making insulting comments to instructors.
 Captioners getting into arguments with students (Deaf or not).
 Captioners “helping” students rather than empowering them to help themselves
(i.e. answering the students’ questions rather than just captioning so the student
may ask others).
 Captioners not captioning everything (e.g. censoring/deleting information).
 Captioners chatting with students during lecture.
 Captioners lecturing instructor on the role of a captioner.
 Captioners not captioning student’s questions or comments.
 Captioners sharing their opinions with students, instructors, and teams about hot
topics (i.e. religion, politics, etc.).
 Captioners gossiping about other staff/students.
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CODE OF PROFESSIONAL CONDUCT
Registry of Interpreters for the Deaf
333 Commerce Street
Alexandria, VA 22314
703/838-0030 (V)
703/838-0459 (TTY)
703/838-0454 (Fax)
www.rid.org
NAD-RID CODE OF PROFESSIONAL CONDUCT
Scope
The National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf, Inc.
(RID) uphold high standards of professionalism and ethical conduct for interpreters. Embodied
in this Code of Professional Conduct (formerly known as the Code of Ethics) are seven tenets
setting forth guiding principles, followed by illustrative behaviors.
The tenets of this Code of Professional Conduct are to be viewed holistically and as a guide to
professional behavior. This document provides assistance in complying with the code. The
guiding principles offer the basis upon which the tenets are articulated. The illustrative behaviors
are not exhaustive, but are indicative of the conduct that may either conform to or violate a
specific tenet or the code as a whole.
When in doubt, the reader should refer to the explicit language of the tenet. If further
clarification is needed, questions may be directed to the national office of the Registry of
Interpreters for the Deaf, Inc.
This Code of Professional Conduct is sufficient to encompass interpreter roles and
responsibilities in every type of situation (e.g., educational, legal, medical). A separate code for
each area of interpreting is neither necessary nor advisable.
Philosophy
The American Deaf community represents a cultural and linguistic group having the inalienable
right to full and equal communication and to participation in all aspects of society. Members of
the American Deaf community have the right to informed choice and the highest quality
interpreting services. Recognition of the communication rights of America’s women, men, and
children who are deaf is the foundation of the tenets, principles, and behaviors set forth in this
Code of Professional Conduct.
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Voting Protocol
This Code of Professional Conduct was presented through mail referendum to certified
interpreters who are members in good standing with the Registry of Interpreters for the Deaf,
Inc. and the National Association of the Deaf. The vote was to adopt or to reject.
Adoption of this Code of Professional Conduct
Interpreters who are members in good standing with the Registry of Interpreters for the Deaf,
Inc. and the National Association of the Deaf voted to adopt this Code of Professional Conduct,
effective July 1, 2005. This Code of Professional Conduct is a working document that is
expected to change over time. The aforementioned members may be called upon to vote, as may
be needed from time to time, on the tenets of the code.
The guiding principles and the illustrative behaviors may change periodically to meet the needs
and requirements of the RID Ethical Practices System. These sections of the Code of
Professional Conduct will not require a vote of the members. However, members are encouraged
to recommend changes for future updates.
Function of the Guiding Principles
It is the obligation of every interpreter to exercise judgment, employ critical thinking, apply the
benefits of practical experience, and reflect on past actions in the practice of their profession.
The guiding principles in this document represent the concepts of confidentiality, linguistic and
professional competence, impartiality, professional growth and development, ethical business
practices, and the rights of participants in interpreted situations to informed choice. The driving
force behind the guiding principles is the notion that the interpreter will do no harm.
When applying these principles to their conduct, interpreters remember that their choices are
governed by a “reasonable interpreter” standard. This standard represents the hypothetical
interpreter who is appropriately educated, informed, capable, aware of professional standards,
and fair-minded.
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CODE OF PROFESSIONAL CONDUCT
Tenets
1. Interpreters adhere to standards of confidential communication.
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.
5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.
6. Interpreters maintain ethical business practices.
7. Interpreters engage in professional development.
Applicability
A. This Code of Professional Conduct applies to certified and associate members of the Registry
of Interpreters for the Deaf, Inc., Certified members of the National Association of the Deaf,
interns, and students of the profession.
B. Federal, state or other statutes or regulations may supersede this Code of Professional
Conduct. When there is a conflict between this code and local, state, or federal laws and
regulations, the interpreter obeys the rule of law.
C. This Code of Professional Conduct applies to interpreted situations that are performed either
face-to-face or remotely.
Definitions
For the purpose of this document, the following terms are used:
Colleagues: Other interpreters.
Conflict of Interest: A conflict between the private interests (personal, financial, or professional)
and the official or professional responsibilities of an interpreter in a position of trust, whether
actual or perceived, deriving from a specific interpreting situation.
Consumers: Individuals and entities who are part of the interpreted situation. This includes
individuals who are deaf, deaf-blind, hard of hearing, and hearing.
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1. CONFIDENTIALITY
Tenet: Interpreters adhere to standards of confidential communication.
Guiding Principle: Interpreters hold a position of trust in their role as linguistic and cultural
facilitators of communication. Confidentiality is highly valued by consumers and is essential to
protecting all involved.
Each interpreting situation (e.g., elementary, secondary, and post-secondary education, legal,
medical, mental health) has a standard of confidentiality. Under the reasonable interpreter
standard, professional interpreters are expected to know the general requirements and
applicability of various levels of confidentiality. Exceptions to confidentiality include, for
example, federal and state laws requiring mandatory reporting of abuse or threats of suicide, or
responding to subpoenas.
Illustrative Behavior - Interpreters:
1.1 Share assignment-related information only on a confidential and “as-needed” basis (e.g.,
supervisors, interpreter team members, members of the educational team, hiring entities).
1.2 Manage data, invoices, records, or other situational or consumer-specific information in a
manner consistent with maintaining consumer confidentiality (e.g., shredding, locked files).
1.3 Inform consumers when federal or state mandates require disclosure of confidential
information.
2.0 PROFESSIONALISM
Tenet: Interpreters possess the professional skills and knowledge required for the specific
interpreting situation.
Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends
in the profession of interpreting as well as in the American Deaf community.
Interpreters accept assignments using discretion with regard to skill, communication mode,
setting, and consumer needs. Interpreters possess knowledge of American Deaf culture and
deafness-related resources.
Illustrative Behavior - Interpreters:
2.1 Provide service delivery regardless of race, color, national origin, gender, religion, age,
disability, sexual orientation, or any other factor.
2.2 Assess consumer needs and the interpreting situation before and during the assignment and
make adjustments as needed.
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2.3 Render the message faithfully by conveying the content and spirit of what is being
communicated, using language most readily understood by consumers, and correcting errors
discreetly and expeditiously.
2.4 Request support (e.g., certified deaf interpreters, team members, language facilitators) when
needed to fully convey the message or to address exceptional communication challenges (e.g.
cognitive disabilities, foreign sign language, emerging language ability, or lack of formal
instruction or language).
2.5 Refrain from providing counsel, advice, or personal opinions.
2.6 Judiciously provide information or referral regarding available interpreting or community
resources without infringing upon consumers’ rights.
3.0 CONDUCT
Tenet: Interpreters conduct themselves in a manner appropriate to the specific interpreting
situation.
Guiding Principle: Interpreters are expected to present themselves appropriately in demeanor and
appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts
of interest.
Illustrative Behavior - Interpreters:
3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such
as placement and adaptations necessary to interpret effectively.
3.2 Decline assignments or withdraw from the interpreting profession when not competent due to
physical, mental, or emotional factors.
3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental
health teams) or other settings.
3.4 Comply with established workplace codes of conduct, notify appropriate personnel if there is
a conflict with this Code of Professional Conduct, and actively seek resolution where
warranted.
3.5 Conduct and present themselves in an unobtrusive manner and exercise care in choice of
attire.
-14-
3.6 Refrain from the use of mind-altering substances before or during the performance of duties.
3.7 Disclose to parties involved any actual or perceived conflicts of interest.
3.8 Avoid actual or perceived conflicts of interest that might cause harm or interfere with the
effectiveness of interpreting services.
3.9 Refrain from using confidential interpreted information for personal, monetary, or
professional gain.
3.10 Refrain from using confidential interpreted information for the benefit of personal or
professional affiliations or entities.
4.0 RESPECT FOR CONSUMERS
Tenet: Interpreters demonstrate respect for consumers.
Guiding Principle: Interpreters are expected to honor consumer preferences in selection of
interpreters and interpreting dynamics, while recognizing the realities of qualifications,
availability, and situation.
Illustrative Behavior - Interpreters:
4.1 Consider consumer requests or needs regarding language preferences, and render the
message accordingly (interpreted or transliterated).
4.2 Approach consumers with a professional demeanor at all times.
4.3 Obtain the consent of consumers before bringing an intern to an assignment.
4.4 Facilitate communication access and equality, and support the full interaction and
independence of consumers.
5.0 RESPECT FOR COLLEAGUES
Tenet: Interpreters demonstrate respect for colleagues, interns and students of the profession.
Guiding Principle: Interpreters are expected to collaborate with colleagues to foster the delivery
of effective interpreting services. They also understand that the manner in which they relate to
colleagues reflects upon the profession in general.
-15-
Illustrative Behavior - Interpreters:
5.1 Maintain civility toward colleagues, interns, and students.
5.2 Work cooperatively with team members through consultation before assignments regarding
logistics, providing professional and courteous assistance when asked and monitoring the
accuracy of the message while functioning in the role of the support interpreter.
5.3 Approach colleagues privately to discuss and resolve breaches of ethical or professional
conduct through standard conflict resolution methods; file a formal grievance only after such
attempts have been unsuccessful or the breaches are harmful or habitual.
5.4 Assist and encourage colleagues by sharing information and serving as mentors when
appropriate.
5.5 Obtain the consent of colleagues before bringing an intern to an assignment.
6.0 BUSINESS PRACTICES
Tenet: Interpreters maintain ethical business practices.
Guiding Principle: Interpreters are expected to conduct their business in a professional manner
whether in private practice or in the employ of an agency or other entity. Professional
interpreters are entitled to a living wage based on their qualifications and expertise. Interpreters
are also entitled to working conditions conducive to effective service delivery.
Illustrative Behavior - Interpreters:
6.1 Accurately represent qualifications, such as certification, educational background, and
experience, and provide documentation when requested.
6.2 Honor professional commitments and terminate assignments only when fair and justifiable
grounds exist.
6.3 Promote conditions that are conducive to effective communication, inform the parties
involved if such conditions do not exist, and seek appropriate remedies.
6.4 Inform appropriate parties in a timely manner when delayed or unable to fulfill assignments.
6.5 Reserve the option to decline or discontinue assignments if working conditions are not safe,
healthy, or conducive to interpreting.
-16-
6.6 Refrain from harassment or coercion before, during, or after the provision of interpreting
services.
6.7 Render pro bono services in a fair and reasonable manner.
6.8 Charge fair and reasonable fees for the performance of interpreting services and arrange for
payment in a professional and judicious manner.
7.0 PROFESSIONAL DEVELOPMENT
Tenet: Interpreters engage in professional development.
Guiding Principle: Interpreters are expected to foster and maintain interpreting competence and
the stature of the profession through ongoing development of knowledge and skills.
Illustrative Behavior - Interpreters:
7.1 Increase knowledge and strengthen skills through activities such as:
. pursuing higher education;
. attending workshops and conferences;
. seeking mentoring and supervision opportunities;
. participating in community events; and
. engaging in independent studies.
7.2 Keep abreast of laws, policies, rules, and regulations that affect the profession.
© Copyright 2005 the Registry of Interpreters for the Deaf
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Section 3:
Classroom Responsibilities
First Day/Week of Class. . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Seating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Captioning Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Classroom Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Professional Courtesy… . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Feedback from Students & Instructors. . . . . . . . . . . . . . . 20
Student Observers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Observations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Captioner/Student Interaction . . . . . . . . . . . . . . . . . . . . . . 21
Teaming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-23
Classroom Responsibilities
First Day/Week of Class
1.
2.
3.
4.
Arrive early! Parking is always difficult, so plan for this.
Wear your ID badge. This helps instructors/students to identify you.
Introduce yourself to the student(s) and arrange seating for yourself.
Introduce yourself to the instructor. The instructor should have received information about the
presence of a deaf student and captioner prior to the first day, but there are glitches. If it
seems necessary, briefly describe your role in the class.
5. As soon as feasible (not the first day), talk to the instructor about any videos that might be
shown in class. If they are not captioned, give them the brochure “Video/DVD Captioning” and
direct them to Media Services.
6. If a TV is located permanently in the classroom, please take a moment to make sure you can
turn the captions on. If you are not familiar with how to turn captions on, ask the Manager or
Program Specialist.
Seating
Ideally, the student should be able to see your computer screen, the speaker, and any
visual aids with a minimal amount of head movement. If there are no chairs available
the options include:
 Using the teacher’s chair, if they are not using it. Please ask first.
 Borrowing a chair from another room.
Decide the best seating arrangement for each situation rather than habitually setting things up the
same way. Know why you are choosing to do what you are doing.
Sometimes students or instructors wish to place you in a less than optimum seating arrangement. The
student has the right to sit where he or she wants. If the seating arrangement does not facilitate the
captioning process, try to negotiate something more desirable. If the student is not watching your
screen and not making use of the in-class accommodation, please notify the DHHS staff right away.
** If the problem persists, contact the Manager or Program Specialist for ideas.**
Captioning Movies
Please familiarize yourself with turning on captioning. We are working hard to make the campus as
accessible as possible. We are making every effort to make sure videos are captioned and that the
equipment includes decoders. If you are unsure about how to turn on the decoder or the equipment is
not able to show captions, please see the Manager or Program Specialist ASAP.
-18-
If the movie is not captioned:
 Provide real-time captioning of the movie (call for backup if needed).
 Remind the instructor that we have the ability to caption (many) movies so that the student will be
able to have better access to the information.
 The instructor should submit the names of the videos to be used to Media Services. Questions
can be directed to Media Services (extension 4270).
Classroom Tests
You must inform the Program Specialist of all test dates as soon as you are aware of them.
 Captioners may be reassigned.
 If a class is teamed and there will be less than 1 hour of lecture, both team members do not need
to attend.
 If you cannot come to an agreement on who will go to class, please see the Program Specialist.
 Since there is typically no lecture during Finals Week, captioners do not work that week. If your
student will need captioning services during Finals Week, refer them to the DHHS Staff to make
that request.
NOTE: For upcoming exams, please discuss with the instructor if there will be
any lecture either prior to the exam or after the exam. If there will be no lecture,
inform the student that you will not be captioning that day and notify the DHHS
Staff. We will try to reassign you, if possible. If there will be lecture, try to find
out for how long and at what time so you can come for the lecture only.
Professional Courtesy
Relationships with a variety of people will inevitably develop, and positive professional
relationships and networking within the profession are strongly encouraged. Nothing in this
profession is all black or white. We must all make daily decisions about what is or is not
appropriate. If an instructor asks you to hand a student a paper and it doesn’t interfere with your
job, just do it. Do not offer to pass out papers to the entire class. If you are sitting next to the light
switch and the instructor asks you to dim the lights, just do it. Do not launch into a lecture about
the role of the captioner. If a video is being shown, please turn the captions on. It just makes
our job easier. If an instructor asks you to do something and you don’t feel comfortable doing it,
you must consider whether or not it would be best to talk to the instructor immediately or just do
it and talk with the instructor after class. Captioners (and instructors) are human and we all live
in the real world. The important thing is that we are able to develop a working rapport with our
consumers (hearing and deaf) and our colleagues.
-19-
Feedback from Students & Instructors
Captioners will be evaluated by students in the middle of each semester. Evaluation forms will be
distributed by you to all the students for whom you provide captioning. The students will return the
forms directly to the DSP&S office. Information obtained from students will be considered by the
Manager in making future assignments. Captioners will also be evaluated by instructors. You will give
the Instructor Evaluation of Captioner form to each instructor. The forms will be returned directly to
the DSP&S office. Summary reports of the instructor and student feedback forms will be given at
least annually. Any areas of immediate concern will be addressed when the time is most suitable. If
you have any questions about your performance, please see the Manager at any time (preferably by
appointment).
Student Observers
Often students from the Interpreter Training Program here at Mt. SAC are interested in observing
interpreters as part of their practicum. If you are working in a classroom that also includes an interpreter
you may also be observed. If a student approaches you regarding such observations, refer him/her to
the Program Specialist as all observations must be scheduled. The student must sign a contract that
shows he/she understands the rules. The student must follow our procedures. The Program Specialist
will inform you in advance when you will be observed whenever possible. The student will be required
to stay for the entire length of the class or until there is a break. If the student does not stay for the
entire class or does not show up, please report this to the Program Specialist. It will be reported in turn
to the student’s instructor as unprofessional behavior. Interpreting students may also ask to interview
you about your captioning experiences. You may do this on your own time if you wish, taking care to
preserve professional confidentiality. Be courteous; after all, you may end up teaming with one of these
students in the future. If you have any questions or do not wish to be observed, please inform the
Program Specialist.
Observations
In-class captioning is the accommodation which we provide to students. Any notes which are shared after
the class are strictly a courtesy to the student. Therefore, good quality in the initial captioning is critical.
You may find yourself being observed in the classroom by the Manager, Program Specialist and/or the
Senior Interpreters. You may or may not be notified in advance of the time and place. Please understand
that even if you are notified, due to the nature of the captioning/interpreting professions, the observation
may need to be subsequently cancelled and rescheduled. Please come in and discuss the observation
and any questions you may have.
If you would like to request an observation, or request that the observer look at a specific problem or skill,
please let us know. The observation will result in honest feedback about your “performance” in that class.
You are expected to be open and accepting to feedback as it will only benefit you and the students.
-20-
Captioner/Student Interaction
Mt. SAC captioners are expected to behave as professionals at all times. Although you are expected
to be courteous and friendly with your students, it is inappropriate for a student you are working with
to have personal information about you. During a semester in which you are captioning for a student,
you should not be “pals” outside of class. If you are already friends with a student and would
normally see him/her in a social manner, you should excuse yourself from captioning for that student.
Certain personal relationships with students (family member, romantic interest, best of friends) are
unacceptable within the context of a working captioner/student relationship.
Ple
Please see the Ethics section of this handbook for more information.
Teaming
Team captioning is utilization of two or more captioners functioning as equal members of a team,
rotating responsibilities at pre-arranged intervals, and providing support and feedback to each other.
The decision to use a team rather than an individual captioner generally is based on:
 Length and/or complexity of the assignment,
 Unique needs of the persons being served,
 Dynamics of the setting.
All team members are constantly active in the team process. They rotate between primary and
supportive roles. Primary roles are directed to the consumers, whereas support roles are necessary to
enhance the team’s performance and include:
 Monitoring the overall setting/accuracy of captioned message,
 Assuring appropriate and timely transitions,
 Prompting the primary captioner as needed.
Benefits of Teaming:
1.
2.
3.
4.
5.
Helps prevent physical and mental fatigue in captioners.
Insures information is communicated to the student clearly and precisely.
Provides immediate, ongoing feedback to captioners.
Increases captioners’ vocabulary.
Builds a better working relationship between captioners.
Teaming IS:
1.
2.
3.
4.
Jotting down notes, questions, and supportive thoughts during “off time”.
Helping the “on” captioner.
Working together.
Being flexible.
-21-
Teaming “off time” is NOT:
1. Reading or leaving the room.
2. Time to take a break.
3. Time to be “off the hook” – even though you are not captioning you need to be involved
in the process and know what is going on.
4. Time to chat with students.
Teams are used when:
1. A lecture class is 2-3 hours long.
2. Classes contain extremely difficult material.
3. A captioner has back-to-back lecture classes.
You may request a team for your class if you feel one is needed either one time or for the rest of the
semester. Please do not be afraid to request a team for a class. If you need a team and you do not
have one, it is the student who will suffer.
If you are having a problem with your team, please try to work it
out with your team. If that doesn’t work, you may talk to the
Manager or Program Specialist and no one else.
Teaming – In Practice
A good team member is professional, positive, supportive and “on
task”.
Switching
 The support captioner is responsible for watching the clock. Make sure you are using the same
clock so there is no confusion.
 The support captioner indicates when it is time to switch. The active captioner initiates the
actual switch at the end of a sentence/concept.
 Switch at the end of a concept, not when time is up. It is OK if you caption a few minutes more
or less than your team.
 Write down what time you are switching so there is no confusion
-22-
Note Taking
 If you write anything, share it with your team so they don’t feel like you are making secret notes
about them.
 Inform students/instructors of the purpose of note taking, if needed.
 Write down vocabulary.
 Ask questions of your team.
 Make notes of things you want to remember.
 Write down switching time.
“Feeding”
 When you miss something, look to your team. That is what teams are for.
 If your team is unable to provide the information you need, it is still your responsibility to
complete the captioning – interrupt instructor/student to clarify, if needed.
 In order to “feed” properly, both team members must be paying attention.
 When asked for a “feed” (the active captioner looks to you), make it short and sweet.
 The support captioner should pay attention to what the speaker is doing visually (writing on the
board, overheads) and be ready to give that information to the active captioner.
 Discuss your “feeding” preferences before the assignment begins.
-23-
Section 4:
Captioner Policies & Procedures
Absences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . 24
Punctuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Substitute Captioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Preparation Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2-hour Minimum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Availability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Example Availability Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Emergencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
ID Badges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Captioner/Interpreter Office .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Dress Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. 32
Timesheet Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Overtime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Example White Timesheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Example Pink Timesheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Timesheet Instruction Example. . . . . . . . . . . . . . . . . . . . . . . . . 36
Student No-Show Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . .37
Student Absences/Class Cancellations. . . . . . . . . . . . . . . . . 37-38
Class Finishes Early. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Captioner
Policies & Procedures
Absences
Consistency of captioning services throughout the semester is very important. When a captioner
accepts an assignment it is expected that he/she will make every effort to be there. It is
understood that things inevitably come up that make it impossible for you to come to work.
However, we have a responsibility to provide quality service to our students. Continuity of
captioning services is very important for our students. If different captioners are sent to the same
class on different days the student will miss out on class information during the adjustment
process. You will be permitted to miss each class for the equivalent of 1 week of class per
semester without penalty. This means if your class meets once a week you may be absent from
that class once. If your class meets twice a week you may be absent from that class twice. If your
absences exceed this amount it will be noted and remembered when you ask for more hours while
scheduling for the next semester, regardless of the reason. We are mandated by law to provide
these services. If you are unable to fulfill your commitment, we will have to make other
arrangements.
Contact the office as soon as you know you will need a sub.
More than 1 week in advance:
You may leave a message via email at interpreters@mtsac.edu with the name and time of the
class(es) and the date(s) the sub is requested. You must call back if you do not get a message
back from the Program Specialist within 48 hours to make sure the message was received. You
are expected to keep sub-requests to a minimum.
Last Minute:
1. Call the Deaf and Hard of Hearing Services Sidekick (909) 539-5775 - LEAVE A
MESSAGE then…
2. Call the front office (909) 594-5611 x4290 - LEAVE A MESSAGE
You may stop calling when you actually talk to the Student Services Program
Specialist or Manager.
It is your responsibility to make sure that someone knows you are out. If your class does
not have a captioner because you did not follow proper procedures it will be noted and
remembered when you ask for more hours and while scheduling for the next semester.
Please do not attempt to find your own substitution (unless in an absolute emergency
where you cannot get a hold of anyone). You may not know of existing limitations or
conflicts that exist.
-24-
Punctuality
Everyone has an excuse…
Traffic?
Stuck behind a train?
Watch stopped?
Can’t find parking?
Alarm Broke?
Overslept?
Got lost?
Kids?
 Captioners are expected to arrive early enough to deal with traffic, find parking, find the
room, arrange seating, set-up equipment and sit down before the assignment begins.
 Note your tardiness on your timesheet:
1. If you are more than 10 minutes late you should subtract .25 hours from your timesheet,
30 minutes late subtract .5 hours and so on. This does not mean that tardiness is
acceptable (even only a few minutes).
2. Some classes tend to start late. However, this does not give you permission to arrive
late.
Please be on time!
-25-
Substitute Captioning




When going to a substitute assignment introduce yourself to the instructor and student.
Work with instructor to ensure that all technical terminology can be entered into your dictionary.
Ask the student to please provide you with any specialized vocabulary for the class.
If the regular team is in the class, take your cues from him/her. They have an established
routine; follow it.
Dictionaries
Knowledge of the contents of one’s dictionary is crucial. Dictionary maintenance
and development is an ongoing process and is a requirement. The captioner
should have a conflict free real-time ability, able to do outlines for prefixes,
suffixes, and root words for precise word building and writing. This will assist
you in making words on the spot which have not been entered into your
dictionary. Accuracy of text is paramount as the accommodation is in-class
captioning. Notes given later are a courtesy.
Preparation Time
Preparation Time (“Prep Time”) is time for the captioner to become familiar with the class content
so he/she will be able to caption it more accurately. When possible it is advantageous to read
things that will be discussed and familiarize yourself with the material.
When a student does not show up for class you have a prime opportunity to prepare for that
class or any other. If you feel you need additional time to prepare (i.e. student presentation or
particularly tough subject matter) please discuss it with the DHHS Manager.
Prep time must be pre-approved or you will not be paid.
-26-
Assignments
Assignment of captioners to classes will be based on:
 The communication needs of the student.
 The captioner’s demonstrated professional behavior and decision making ability.
 The captioner’s skill level and strengths.
 The captioner’s availability.
 The captioner’s experience and familiarity with the subject matter.
 The captioner’s length of time at Mt. SAC.
 When feasible, the preferences of the students and captioners.
 Many other variables.
How does assignment work?
1. Attempts will always be made to avoid long time gaps between assignments or
several consecutive demanding classes with no breaks. Unfortunately, due to the
nature of the class scheduling and student registration choices, this may not always
be possible.
2. If you have any problem with the scheduled assignments (hours, breaks,
incompatibility with student(s) or professor, uncertainty about ability to handle
subject matter) you should feel free to discuss this with the Manager or Program
Specialist as soon as possible (before the semester begins if possible). It may be
possible to reschedule, team, or otherwise resolve the problem.
3. Sometimes a class that is initially scheduled with a team must be rescheduled when
it becomes apparent that one captioner can adequately handle the assignment.
Please inform the office if this is the situation. It is the ethical thing to do. If the
reverse happens and an assignment is understaffed (needs a team) please let the
office know and a team will be sent as soon as possible.
4. If for any reason you feel you are unable to adequately serve a student, do not be
afraid to discuss this with the Manager or Program Specialist. Your honesty and
professionalism will be respected and valued.
5. A different captioner may better serve the student. If changes cannot be made, then
the Manager or Program Specialist will work with you to improve the situation.
-27-
2-Hour Minimum
If you are asked to accept an assignment less than 2 hours in length and you have no
other class within 1 hour before or after that assignment, you may claim 2 hours on your
time sheet.
This will hold true only if the reason for not having another class is due to scheduling
and not due to conflicts with your availability.
Claiming a 2-hour minimum must be discussed with the Program Specialist prior
to your beginning the assignment or it does not apply.
Availability
Availability is one of the primary ingredients in determining your semester schedule. Each
semester you are asked to fill out an availability form.




Make sure that the sheet is filled out and turned in before the due date or you
may not be scheduled for any classes.
You have the option of mailing, faxing, or bringing it in. Please cross out times which
you are not available. If you are available to sub occasionally when you are “not
available” permanently, please indicate that.
If you have special availability please note that. For example, if you are available two
days a week from 8 a.m. to noon but it doesn’t matter which 2 days—write that or if you
want to work one or two night(s) but have no preference which—write that.
Please write down any preferences with regard to classes, instructors, and students.
This is by no means a guarantee that you will or will not be assigned those classes,
students, or instructors.
It is in everyone’s best interest to accommodate preferences when possible. Please also
indicate the number of hours you would like to work (no guarantees). This gives the
Manager and Program Specialist a guide while scheduling.
-28-
-29-
Emergencies
Captioners may need to provide communication services to students
with whom they are working during emergencies, whether sudden illness,
irrational behavior of the student or others, or natural events (e.g.,
earthquakes). Although the captioner cannot be held responsible for the
welfare of the Deaf or hard-of-hearing student(s) or others, students may turn
to the captioner because of his/her position as a working professional in the
classroom. Captioners should become familiar with emergency procedures
and plans set up by the college.
Identification Badges
As members of the Mt. San Antonio College Student Services Team you are required to have
and carry an ID. This ID identifies you as an employee of the college and legitimizes your
presence in the classrooms, staff lounges, DSP&S, etc.
Facts about ID Badges:




Must get a letter of employment from DSP&S. The Program Specialist will give you that
letter.
Go to the Bursar’s Office to have your ID issued.
If lost, there is a fee for replacing your ID card.
Upon termination of your employment here at Mt. SAC, your badge must be returned.
-30-
Captioner/Interpreter Office
Captioner Folders
All captioners have a folder in the office. Be sure to check your folder whenever you come on
campus for notes, class assignment changes, workshop and meeting information, and any other
captioner-related material. Please keep your folder cleaned out (empty; except for, perhaps,
your timesheet) so that new material (e.g. a note telling you that your student will be absent or
asking you to sub a class) doesn’t get lost in the shuffle. If there is something you want to keep
in the office, please put your name on it and put in on the bookshelf.
Office Use
Please keep the office neat. Put videos away and turn off the TV when you are finished. Please
put your name on your water bottle or it may be thrown out. The phone is there for your
convenience. However, you are expected to use the phone only when necessary and only for
short amounts of time. If the phone rings, please answer it, it may be the Program Specialist
looking for you.
Office Computer
The office is equipped with a computer for skill development (Internet research, CD Rom, typing
notes…). You may use the computer briefly to check your email on your own time. Do not print
non-Mt. SAC related items. If you have any questions, see the Program Specialist.
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Dress Guidelines
Remember, your behavior and appearance in the classroom reflects on the students, DSP&S,
and academic captioners in general. You should maintain the dignity of a professional working
in a post-secondary institution. It is important to use good judgment while dressing for work.
Here are some general guidelines:
Safety
Your attire should follow any rules set up for specific classes (such as welding,
ceramics, etc.). Please follow those guidelines. They are there for your safety. We
understand that you may have to go from one class to another and their dress
requirements may not be the same.
Mt. SAC has hilly terrain; be sure your footwear is up to the challenge. You may need
to walk quickly and climb and descend several flights of stairs to get to and from
classes. As per Mt.SAC employee policy flip-flop type sandals are not allowed.
Distraction-Free
Most jewelry reflects light or causes people to look (Isn’t that the reason you wear it?). Please
keep jewelry to a minimum. Students have enough movement to watch without the additional
swinging of bracelets and earrings. Some fabrics make noise when you move as do some shoes.
Please choose your attire as if you are going to have to walk inconspicuously into a silent
classroom in the middle of a test. In general, you should try to be as inconspicuous as possible.
Once we start captioning we will stand out anyway.
Appropriate
Make sure you are dressed professionally and appropriately for the situation.
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Timesheet Procedures
1. Blank timesheets can be found on the bookshelf in the interpreter/captioner office. You
will need to fill out 2 timesheets every month.
a. The white timesheet is for the Program Specialist to verify your hours.
b. The pink timesheet is the one that is sent to payroll.
2. Fill out your timesheets neatly, as directed (see the following pages for
examples). If you have any questions, please see the Program
Specialist.
3. Please keep your timesheets up to date. Do not wait until the end
of the month to fill it out. If you wait, you may forget to turn it in, or
you may make mistakes. Be careful not to put working time on holidays.
Incorrect/incomplete timesheets may be subject to a delay in payment.
4.
Round your hours to the nearest 15 minutes (.25 hours). Your hours are the
scheduled hours for the class. For example, a 9:30-11:00 class is 1.5 hours on your
timesheet even though it may end at 10:45. Please see page 34 for details on what to do
when a class ends early.
IF YOU ARRIVE LATE, IT IS EXPECTED THAT IT WILL BE
REFLECTED ON YOUR TIMESHEET.
Falsifying a timesheet is grounds for immediate termination.
List only the hours you actually worked.
5. Timesheet due dates are printed on the back of the pink timesheets. Time sheets are
usually due approximately one week before the end of the month. Turn your timesheet in
by 10 a.m. on or before the due date. Please project your hours through the end of the
month.
6. Put your completed timesheets in the white locked drop box in the Program Specialist’s
Office. Any timesheets not turned in by 10 a.m. on the due date, will not be
processed until the next month, which means you won’t be paid until the following
month.
Overtime
Overtime is time worked above and beyond 40 hours in one week. The
overtime rate is one and a half times the usual rate. Be sure to follow proper
procedures when filling out your timesheet. Overtime will be kept to a
minimum. Hours scheduled as overtime may be removed from your schedule.
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Student No-Show Procedures
In-class waiting time:
During the first
week wait 1 hour
or half of the
class, whichever
is longer.
Wait 45 minutes if the class starts before 6 p.m.
Wait 90 minutes if the class starts at 6 p.m. or later
After waiting the required amount of time, please quietly
pack up your equipment with as little class disruption as
possible. If this cannot be accomplished without
disruption, please use your discretion and wait until
there is a break in the lecture. The wait will be easier if
you remind yourself that you are getting paid to sit. Then contact the
DHH staff.
Student Tardiness:
If the student arrives late, do not caption the information until they
arrive.
We do not provide the accommodation if the student is not in
attendance.
Student Absences/Class Cancellations:
If you have prior notice that a class will be cancelled or a student will
be absent, you will not be paid for that class. Please call the office to
see if there are substitute assignments available.
It is your responsibility to inform the DHH office of any student “no
shows” or class cancellations or any activities that may occur that will
cancel the need for your services (tests, field trips, etc.).
If a student tells you he/she will not be attending class on a certain day, let him/her know they
are required to tell the office.
Not reporting a no-show and claiming full class time is
an act of dishonesty and will seriously jeopardize
continued employment at Mt. SAC.
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When a student has been a no-show for 2 consecutive class meetings or the equivalent of
1-week (one absence for a 3-hour once-a-week night class), without calling the office, that student’s
captioning services may be suspended. The services may be reinstated if the student comes into the
office and meets with the DHHS Manager.
***** It is your responsibility to bring it to the Program Specialist’s attention if the student in your
class has had 2 consecutive no-shows. *****
IF YOU DO NOT INFORM THE OFFICE AFTER 2 NO-SHOWS AND
RETURN TO THE CLASS A THIRD TIME, YOU WILL NOT BE PAID.
Cancelled for the Semester
If the class is cancelled for the semester due to lack of enrollment or
if the student drops and they are the only student in the class, we will
try to do some rescheduling so that you do not lose too many hours.
Unfortunately, sometimes we will have no options and the captioner
will lose those hours.
Other Cancellations
If you are asked to do an assignment, and then the assignment is cancelled by our office the day of
the assignment, we have the option to ask you to accept an alternate assignment if available. If you
do not accept it, you will not be paid. If there is no alternate class available you will be paid for the
time for which you were booked.
Class Finishes Early
If the class for which you are captioning finishes more than
45 minutes before it is scheduled to end then you must check
in with the office.
Changes to your schedule are to be noted on your timesheet.
If ever in doubt, go to the office.
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Section 5:
Questions/Expectations
Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . 39-41
Summary of Real-Time Captioner (RTC) Expectations . . . . . 42
Frequently Asked Questions
What do I do if the student starts complaining about another captioner?
Refer the student to the office immediately. Do not listen to the complaint.
There are always circumstances of which we are unaware. We do not want to
make judgments about others or develop negative feelings. Those feelings will
hurt our working relationships with each other.
What do I do when the student reveals personal information?
Students often reveal personal information to captioners. Try to keep all conversations brief and at
a surface level. If the personal matter seems serious direct the student to the DHHS Manager or
Counselor.
What if the Deaf student doesn’t pay attention (sleeps, uses his/her pager, watches the
instructor instead of the captioning…)?
All Deaf and Hard-of-Hearing students have the right to equal access to
information that is presented to them. Equal access applies to gaining
knowledge and succeeding as well as the right to not pay attention in
class, forget assignments, forget test dates, fail courses, miss class,
etc. Captioners are there to facilitate the access to all information
presented in the classroom. It is up to the student to
decide what is important to them.
It is a difficult thing to caption while a student is
not paying attention and missing valuable information.
What if some of the Deaf students are constantly chatting and
disturbing other students (Deaf or not) and the instructor never says
anything?
Unless the chatting is a barrier to the captioning process (which it probably is) we let the
instructor handle it. If the chatting prevents you from doing your job, it may be time to let
the instructor know that. Let the students know you are having a hard time doing
your job and could they please continue their conversation after class. If that
doesn’t work, see the Program Specialist.
Bottom line: students have the same right to talk if they want.
-39What do I do when the instructors talk to me? What if they make comments about the
student’s progress?
Check the ethics page (page 6) of this handbook for suggested phrases to
maintain confidentiality. It is not our responsibility to keep track of the students’
progress. Be diplomatic and professional while maintaining confidentiality. If the
instructor has further questions refer them to the DHHS Manager or the
Program Specialist.
What should I do if my team is behaving in an inappropriate manner?
First, try to work out the situation with your team. This is almost always a difficult thing to do
especially if you feel the other captioner has more experience and skill than you do. If
you are unable to resolve the issue on your own, see the DHHS Manager.
They may have some suggestions or ideas that you can use to resolve the
situation. Unless the problem is so blatant that it affects the student, the
Manager will not step in without your permission. The issue may be dealt with
in a way that keeps you anonymous. However, this is a small community and
anonymity is difficult to maintain since we can retrace our steps and figure
out who might have said something.
What if there is a conflict between the:
Captioner & Student – This will come up even though it should not. Usually,
the student comes in to request a change of captioners. Let the DHHS
Manager know when something comes up so they are prepared to deal with
the situation appropriately.
Captioner & Instructor – As professionals (both the captioner and the
instructor), this should never happen. However, sometimes, personalities just clash. Work it out
the best you can and see the Program Specialist. Maybe they have some ideas or can reschedule
you.
Instructor & Student – The instructor is the responsible party. If the student
feels he/she is being discriminated against he/she should come to the office
and talk to the Counselor to take the appropriate steps.
Student & Student – It is the students’ business unless it interferes with the
captioning process. If it is severe, let the Program Specialist know.
What if the student decides to leave class and wants to attend another school function (i.e.
rally) during that time and asks me to caption that function?
The student needs to request captioning services for any event they might want to attend.
Classroom captioning is a priority. If all classroom assignments are covered and the student
requests additional services, then the captioner may be sent to caption other school functions.
-40When is it acceptable to talk to instructors?
It is acceptable to talk to the instructors about captioning needs (seating, captioning, preparation
material, handouts…). Friendly relationships may develop. Keep things simple. It is not acceptable
to talk about students.
What do I do when the instructor talks past the scheduled end of class or the student
wants to talk to the instructor after class?
You are scheduled until the end of class. If there is a need for
captioning to continue you may stay if your schedule allows. Be sure
to inform the office of the extended time before leaving campus. If your
schedule does not allow you to stay, please inform the student and the
instructor and proceed to the next assignment. Let them know they
may request additional captioning services through DSP&S. Please
inform the office of the situation.
What if there is threat of physical danger (i.e. earthquake, fight, fire alarm…)?
Make sure you are safe. You are not required to put yourself in danger. If you are not in immediate
danger, stay with the student as long as necessary to assist in directions for exiting the building
and reaching a safe area.
If there is a fight, stay back. Do not put yourself in harm’s way. Call security (x-4555) if you can.
Deaf students may choose to fight. If so, call security, call the Program Specialist, wait until
security handles the situation. Most likely, the Manager or the Counselor for DHH students will
take over so that you can continue your captioning schedule.
ANY TIME YOU HAVE A QUESTION, PLEASE FEEL FREE TO ASK THE DHHS MANAGER
OR THE PROGRAM SPECIALIST.
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Summary of Expectations:

RTC shall accept assignments using discretion with regard to skill, setting and the
consumer involved.

RTC shall arrive 5 to 10 minutes before the scheduled class assignment in order to set
up the equipment and be ready to write at the start of the lecture.

RTC will NOT begin transcribing until the deaf/ hard of hearing student arrives and RTC
will stop transcribing if the student leaves the classroom for a break or leaves early. RTC
will ONLY transcribe when the student is physically present.

RTC will wait for the deaf/ hard of hearing student for the required waiting period. If the
student does not arrive within the waiting period, the RTC should pack up and leave at
the break, then contact the Program Specialist immediately.

RTC shall sit near an outlet or use an extension cord being careful not to create a safety
hazard.

RTC will sit where the student can see the professor and the computer screen.

RTC will make any modifications necessary to the computer font so it is clearly visible to
the student.

RTC shall strive to create as little distraction as possible.

RTC shall not counsel, advise or interject personal opinions.

RTC shall strive to transcribe all information as close to verbatim as possible.

RTC shall caption audible sounds, which will help students understand the auditory
environment i.e., loud fans, telephones, pagers, etc. unless expressly asked to eliminate
these by the student.

RTC shall keep all assignments and personal information confidential.

RTC shall send notes via email to the student within 24 hours of the completion of class.
A copy of the notes shall be sent to the DHHS Manager upon request. Notes shall not be
shared with any unauthorized persons including the professor or other students in class
without specifically being given permission to do so by DSPS Staff.

RTC will communicate clearly with Program Specialist in a timely manner regarding
schedule/availability changes and reporting of no shows.

RTC will demonstrate sensitivity to various tendencies within deaf/ hard of hearing
individuals.

RTC will uphold the RID/NAD Code of Professional Conduct.

RTC will uphold the policies and procedures set forth by the Mt. SAC Captioner
“Handbook”.
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