California School for the Deaf, Riverside

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Location
California School for the Deaf, Riverside

Riverside, California, United States
Information
Superintendent	Mal Grossinger
Students	500
Faculty	80
Type	Public
Grades	K-12
Mascot	Cubs
Established	1953
Homepage	http://csdr-cde.ca.gov

MISSION STATEMENT

California School for the Deaf, Riverside offers comprehensive educational and extra-curricular programs that prepare students to achieve their full academic, social, and career potential.

WHAT IS CSDR?

The California School for the Deaf, Riverside, is a component of the California Department of Education, Division of State Special Schools. The School serves 500 students from eleven counties in Southern California. The student body ranges from age 18 months through age 22 and reflects the diverse population of the region.

CSDR has earned a local, national, and international reputation for the quality of its instructional and residential programs and the breadth of its support services for deaf and hard of hearing students. Highly qualified staff provide deaf and hearing role models in the instructional and residential programs, and participate in an ongoing program of staff development. The School provides an array of programs for parents and community members, including parent education classes, American Sign Language classes, Latino Family Retreat, and extensive outreach services. CSDR provides assessment services and technical support to local education agencies and works closely with institutions of higher learning in the placement and training of student teachers and interns. The School benefits from close ties to the City of Riverside, the Chamber of Commerce and local businesses, a dynamic Alumni Association, and the local Deaf community.

The School occupies a beautiful 69-acre campus in the heart of Riverside, a city of 260,000 people located in a region of warm summers and mild winters. Riverside lies about an hour’s drive from beaches, mountain ski resorts, and the countless cultural and entertainment venues of Los Angeles. Numerous nearby colleges and universities provide opportunities for continued professional development.

COMMUNICATION PHILOSOPHY

• American Sign Language, as a visual language, is ultimately accessible to all CSDR students whether they are deaf or hard of hearing.

• American Sign Language is a legitimate, natural language, separate from English. It is the leading minority language in the United States after Spanish, Italian, German, and French. (Lane, Hoffman, & Bahan, 1996)

• A solid foundation in American Sign Language can lead to the development of English literacy.

• Development of fluency in both American Sign Language and English literacy is essential for academic, intellectual, socioemotional, and social growth at CSDR and must begin as early as possible.

• The development of English literacy is of paramount importance for success in academics and careers.

• Language growth and conceptual learning are facilitated when communication is clear, consistent, meaningful, and accessible.

• American Sign Language and English coexist at CSDR in complex and mutually enriching ways.

• Students are best served by staff who are capable users of both American Sign Language and written English.

• No student shall be denied access to instruction because of of unmet communication needs.

PROGRESSIVE AND CHANGING ERA AT CSDR

Perry E. Seely (1886-1949) (himself deaf) is the founding father of today’s CSDR. On March 26, 1946, the Governor Earl Warren signed a bill to establish the new school called the Southern California School for the Deaf (SCSD). In January 1949, the new school closed escrow on the Arlington Avenue agricultural property in Riverside. At this point, the school name changed to CSDR.

In 1951, Dr. Richard G. Brill took up the educational leadership to get the new school off the ground. During his 26-year administration, Dr. Brill set up a school system that continues to this day. In 1958, student population reached 500. Dr. Brill was instrumental in bringing CSDR to the forefront of educational excellence.

In 1977, Dr. Robert Lennan became the second school superintendent. One of the big changes during his era was the implementation of individualized education plan (IEP) as required by federal law. He instituted new programs, including an assessment center, a computer lab and a work experience program.

In 1989, Dr. Kenneth Randall took over as the school’s new head. He helped bring the student population back to the 500-student level. He also instituted enhancements and changes in different areas of the school system at CSDR.

In 2000, Dr. Rachel Stone, deaf since birth, became the fourth school chief and brought a number of changes including the increased respect to American Sign Language and opening up new opportunities for leadership among the deaf employees. CSDR students were her highest priority in school business.

In 2001, Mr. Harold Kund became the fifth school superintendent. His administration period is characterized by a rebuilding program on campus and maintaining high expectations from the entire campus community. He continues to institute a number of reforms to increase operational efficiency and boost student performance outcomes on the school’s long tradition of excellence started back in 1951.