INTR 433 Specifications

Outlines the School Interpreting Website specifications for INTR 433

In INTR 433, you will deepen your knowledge of child and language development. The School Interpreting Website captures your various abilities for interpreting in educational settings by compiling pre-selected artifacts and composing original and reflective content about them in one place. Your School Interpreting Website is becoming a resource that showcases your competence, professional brand, and employability as a school interpreter.

Your School Interpreting Website will represent a semester’s worth of learning. As such, you will be working on your website throughout the entire semester. Checkpoints break down the work into specific tasks, along with sharing your website within your community of learning.

INTR 433 Website Template/Sample

As a template/sample, the site shows structure and content requirements versus actual finished content. The template/sample provides you with a vision of what the School Interpreting Website could be. Specifications for your School Interpreting Website are provided below; the finished content will be unique to your site.

INTR 433 Overview

This table provides an overview of the development of your School Interpreting Website in INTR 433. Use this table as a general checklist throughout INTR 433 to monitor your progressive development of your School Interpreting Website.

Webpage	Overview Specifications	Submission
Systems & Collaboration (last updated 9/2025)	Revise content	Final Submission
Child & Language Development (last updated 8/2025)	Edit page/add content Revise content	Checkpoint 1 Final Submission
Individualized Education Plan (last updated 9/2025)	Edit page/add content Revise content	Final Submission
Resource Library (last updated 8/2025)	Edit page/add content Revise content	Checkpoint 2 Final Submission
Professional Development (last updated 9/2025)	Edit page/add content Revise content	Final Submission

INTR 433 Visitors

During INTR 433, visitors to your School Interpreting Website will be the course instructors, OSEP & ASLIE peers, and the PSI Project’s administrators or designees.

As a post-graduation professional resource, future visitors to your site will be members of the educational team, school administrators, and family members. Consider your long-term audience of this School Interpreting Website when composing and reflecting on content that showcases your employability and professional school interpreting brand.

INTR 433 Specification Rubrics

The School Interpreting Website is reviewed using a two-level rubric to determine complete/incomplete status. The two-level rubric determines if the specifications are present in your School Interpreting Website. This approach simplifies and standardizes the review process, freeing up the instructor to provide feedback on the website’s original and reflective content, rather than justifying where particular credit was earned. The School Interpreting Website is designed to capture your incremental possession of school interpreting and to be a showcase resource. This means either you have the learning and awareness (possession) or not, and the packaging is either favorable (showcase) or not. As such...

COMPLETE indicates a satisfactory website that is a showcase resource of learning and awareness.

Awarded when all specifications are marked as COMPLETE.

INCOMPLETE indicates a developing website that is an obscure resource of learning and awareness.

Awarded when any specification is marked as INCOMPLETE.

Specification Rubrics

Pages of the School Interpreting Website have consistent specifications – organization, navigation, headings, page introductions, SIS Competencies, original and reflective content, references, and comments. It is these consistent specifications that make up the two-level rubric used in checkpoints and the final submission. The rubric for the final submission adds three global specifications – the website’s 1) showcase and growth, 2) reflection, and 3) professional brand and employability. A non-page-specific version of the two-level rubric is in Canvas for checkpoints and the final submission.

checkpoint 1

checkpoint 2

FINAL SUBMISSION
See Canvas for Rubrics
(graded practice for INTR 435)

Use the detailed specifications provided for each webpage to create your School Interpreting Website. Use the page-specific two-level rubric as a Do-Confirm Checklist for checkpoints and final submission.

A Do-Confirm Checklist (Gawande, 2010) is pausing after the work has been done (the do) to verify that everything that was supposed to be completed is in fact done (the confirm).

Reference

Gawande, A. (2010). The Checklist Manifesto: How to Get Things Right. Picador: New York, NY.