Interpreter Training

1. Interpreter Training Lewisville Independent School District Department of Special Education

2. Purpose • Any person who serves as an interpreter for an ARD/IEP meeting or during an evaluation must be trained in: • Confidentiality • Evaluation Process and Procedures • ARD/IEP Process and Procedures

3. Why an interpreter is required: • Federal, state, and local rules require that, when a parent speaks a language other than English, an interpreter be provided to ensure that the parent is able to participate in the special education process.

4. When is an interpreter required: • Whenever the parent speaks another language the district is required to make a good faith effort to provide an interpreter to assist the parent in understanding the processes involved in special education. • A parent may decline the use of an interpreter but the interpreter may be requested to remain at the meeting in case it becomes evident the parent is not understanding or changes their mind.

5. Interpretation versus Translation • Interpretation refers to the process of orally rendering communication from one language into another. • Translation is the preparation of written text from one language into an equivalent written text of another language.

6. Modes of interpretation: • Consecutive – interpreting messages back and forth after each person has spoken, so that one person speaks at a time, it is interpreted, then another person speaks. This is recommended for small group meetings such as ARDs. • Simultaneous – interpretation takes places at the same time as the speaker, slightly behind the speaker’s words. The speaker does not stop talking, and the interpreter does not stop talking. This is often used for workshops or conferences but never in an ARD/IEP meeting. • Slight Translation – verbal translation of written text on sight. May be used for translation of IEP documents, student reports, forms. Etc. This may be used but in LISD we ask the professional evaluators to state a summary of the written text and have it interpreted for the parent. • Paraphrasing – simplifying and summarizing what is said. This is not recommended because it allows unintended bias, omissions and inaccuracies to affect the final produce and meaning.

7. Protocol for Interpreters • Introduce yourself – state your name and role to the team. • Interpret in the first person “I” - Do not use ‘he’ or ‘she’ said. The interpreter is functioning as the voice of the speaker so the pronoun “I” should be used. • Positioning and eye contact – use your position and eye contact to foster the relationship between the non-English speaker and any team member who is speaking. • Translating written materials – The team members should summarize any written materials for the interpreter to translate to the parent. Interpreters should not be handed written materials to interpret. • Side conversations – only one person should be speaking at any time and give time for the interpreter to translate for the parent. If more than one person is speaking the interpreter should stop speaking until no one else is talking.

8. Protocol for Interpreters: • Confidentiality and Professionalism – all information regarding a child with a disability is confidential and may never be shared with anyone outside of the meeting. If an interpreter has personal bias or knowledge of a student or family it should never affect their professional behavior in the ARD/IEP meeting. • Accuracy and Completeness – the interpreter should accurately and completely convey statements made by any member of the meeting. If the interpreter is unclear how to translate they should ask the team member to restate their comment. The interpreter must communicate everything that is said at the meeting. The interpreter’s role is not to decide what statements are relevant. Do not change the level or tone of the speaker, even if their speech is very sophisticated or very simple. • Cultural Bridge and Knowing Limits – Interpreters sometimes will need the ability to serve as a cultural bridge between the team members, while keeping within the limits of the interpretation process. Besides interpreting what the speaker says, certain instances may call for the interpreter of a similar cultural background to explain the cultural context of a specific statement. Great care should be taken to provide only the essential, cultural background information. • Guessing or making up terms is never appropriate during a meeting. Ask the speaker to use another word if unsure of the correct translation.

9. Confidentiality • Two laws govern confidentiality of information relating to a student with a disability. These laws are: • IDEA – Individuals with Disabilities Education Act • FERPA – Family Education Rights and Privacy Act

10. Confidentiality • Nothing that is written or discussed about a student with a disability may be shared with any other person unless they have a legitimate educational interest in the student. • No written documentation regarding a student with a disability should be left in plain view where persons can see it.

11. Confidentiality • Training is required annually. • Documentation is required that training occurred. • The Confidentiality Handbook for LISD should be referenced and given to all those charged with maintaining confidential information for students with a disability.

12. Evaluation • Interpreters used during evaluation always make the results questionable because the tests are not normed with the use of an interpreter. • The use of an interpreter is noted in the written evaluation report and the justification for the use of an interpreter is required.

13. Evaluation • Interpreters should translate verbatim the item as stated in English by the examiner. No cues (visual or verbal) should be given by the interpreter to the student. • Evaluation personnel should review the test instrument with the interpreter prior to the evaluation so that the interpreter is familiar with the structure and wording of the evaluation instrument.

14. Evaluation • The interpreter should follow the test administrator’s directions, translate verbatim, offer no clues, cues, or assistance to the test subject, and assist the test administrator in understanding the student’s response exactly as the student says it.

15. Evaluation • Two types of testing: • Criterion referenced – where a student is evaluated against a set of criteria that all other students are measured by. • Norm-referenced – where a student is evaluated based upon an established set of norms that establish how a student measures up against other students their age and grade.

16. Evaluation • Evaluation determines if there is a category of disability that would qualify according to federal and state law. • Evaluation determines the educational needs of the student for special education services.

17. Qualifications • Interpreters must be bilingual and should be biliterate in the language they are asked to interpret. • Interpreters must receive training annually in confidentiality and any changes in paperwork, rules and regulations regarding the special education process.

18. Categories of Disability • Auditory Impairment • Autism • Deaf Blind • Emotional Disturbance • Intellectual Disability • Learning Disability • Multiple Disabilities • Non Categorical Early Childhood • Orthopedic Impairment • Other Health Impairment • Speech Impairment • Traumatic Brain Injury • Visual Impairment

19. Special Education Process • Referral • Assessment • ARD/IEP meeting

20. Referral • Any person can refer a student suspected of having a disability for evaluation. • Parents must give informed consent in their native language for the evaluations recommended for their child. • Test results and interpretation should be provided to the parent in their native language.

21. Referral • Evaluation must be completed no more than 60 calendar days from the day the parent signs consent for evaluation. • The initial ARD/IEP meeting must occur no more than 30 calendar days from the date of the written report.

22. Admission/Review/DismissalCommittee Meeting • In other states and in federal law this is referred to as the Individualized Education Program (IEP) meeting. • Parents must receive at least 5 school days notice of the meeting unless they waive that right in the State of Texas. • Parents must understand the process and decisions made during the meeting.

23. ARD Meeting • Every parent is given Notice of Procedural Safeguards regarding the rights of their student in special education. • In addition every parent is given “A Guide to the Admission, Review and Dismissal Process” manual which explains the entire process from referral, to evaluation, and ARD/IEP meeting.

24. Acronyms • Persons who routinely work in special education use acronyms when they are talking about special education. It is important that parents understand what these acronyms mean. • Interpreters should develop a grasp of the meaning of these acronyms also.

25. DER IEE TAKS AVLS AU ASL FVE HB CPRF TBSI PDS TDPRS TEA TSD ADA DB HLS ESC TSBVI LSSP ABLLS SI GAI PT SLD TEC LEA COSF ER CPS TEKS VAC SP ADD GPC CFR SSI PLAAFP AT IHT IDEA ARD TELPAS COP SAPP LAS CLASS MOU ESY ITP RtI JJAEP OT SBOE HOUSE LEP ADHD REED AI RF IEP VI PPCD DNQ ISP RPTE PS SI OI LMA ESL DAEP MD FERPA ID PGP SITP NCLB PLC FBA AEIS RDSPD EC SMSCD ECI LPAC LRE ED FAPE OCR CSR FLS AIP EE BIP FIE DSM-IV SEA NCEC CR OSEP APE O&M IFSP OHI OSERS TBI CPI PDD-NOS CAP LLC MDR PEIMS PBS AYP CATE ALS SOP BIC AU

26. Bilingual Special Education Dictionary • The dictionary provides commonly used terms in English and Spanish. • Other languages require the interpreter to become familiar with the commonly used terms and determine the appropriate translation.

27. Forms • The law permits the forms to be in English and translated to the parent. • A tape recording of the ARD/IEP meeting must be made when an interpreter is used or necessary. • Spanish forms for Notice of ARD and Notice of Evaluation are available. • Other notice forms will have to be translated by the interpreter and the interpreter will have to sign in the appropriate place to document the translation. The signature insures that the parent understands the item(s) they are giving permission for regarding their child.

28. Assurances • Certain statements of assurance are required to be made by the administrator of the ARD meeting. • These assurances document that the district has certain responsibilities regarding the student with disabilities.

29. Cautions for Interpreters • Translate exactly what is said during the meeting – adding other information may cause misunderstanding and conflicts between the school and parent. • If you don’t understand something that is said that you have to translate, ask the person who said it to state it in another way.

30. Thank you for helping to make a difference in the lives of students with disabilities.