QUALIFIED BILINGUAL INTERPRETER
This brief summary is provided by Linda Lenoff and Andrea Dinaro, Co-Chairs of the IAASE Personnel Licensure and Certification Committee.
As this goes to JCAR, we see these as the main components of the “QUALIFIED BILINGUAL INTERPRETER” in Section 226.800 Personnel Required to be Qualified:
A. Meet all employment eligibility requirements of the school district.
B. 2 required Trainings:
9 hrs. on interpreting in and out of English, interpretation standards of practice, ethics, and confidentiality, the role of the interpreter and role boundaries, respect, impartiality, professionalism, cultural competence and responsiveness, and advocacy for communication and cultural needs. This training must include videos demonstrating proper and improper interpretation techniques.
6 hrs. on special education terminology and protocol. Individuals who already hold special education licenses, endorsements, or approvals are exempt from the Sp. Ed. training requirements
C. 2 required Tests (to demonstrate proficiency in English* and the target language** by passing State-approved language proficiency tests covering listening, speaking, and reading (if the language exists in written form):
Written Examination scoring 80% or higher to demonstrate knowledge of special education terminology and protocol, interpretation standards and techniques, and interpretation ethics.
Oral examination scoring 70% or higher to demonstrate proficiency to interpret in and out of English, through consecutive or simultaneous interpreting, and sight translation.
In an instance of a target language for which an exam does not yet exist, a reliable alternative assessment or documentation of proficiency in that language shall be established by the State Board if it is not feasible for the State Board to otherwise offer a test in that language within a reasonable amount of time.
D. Target Language Proficiency Test Exemptions:
English* exemptions: post-secondary degree in which the official, documented language of instruction was in English
Target Language** exemptions:
State Seal of Biliteracy -scoring ‘Advanced Low’ or higher
AP Language Test- scoring 4 or higher
Transitional Bilingual Educator
Possess or used to possess: Transitional Bilingual Educator endorsement on Educator License with Stipulations or LBSII/Bilingual Special Education Specialist or Bilingual Ed. endorsement on a Prof. Educator License
Administrative Office of the Illinois Courts Court Interpreter Certification, Certified Medical Interpreter Certification, Advanced Proficiency Level (for sign language interpreters interpreting for parents), AND complete required coursework on special education terminology.
E. Sp. Ed. Terminology & Protocol Exemptions: Individuals who already hold special education licenses, endorsements, or approvals.
F. If a Qualified Interpreter is not available, a school district may use outside vendors, including telephonic interpreters.
G. PROCEDURAL SAFEGUARD changes Subpart F Section 226.530 Parents' Participation provided annually to all parents of children with disabilities and in each Notice of Conference give notice to parents that:
A parent has the right to request that the interpreter provided by the school district serve no other role in the IEP meeting other than as an interpreter and that the school districts should make reasonable efforts to fulfill this request;
Also: the availability of interpretation services at IEP team meetings; an explanation of how parents can request an interpreter; and a point of contact for any questions or complaints about interpretation services.
H. Each school district must record the following information:
Whether a parent requested an interpreter, had previously requested interpretation services, or had otherwise indicated that an interpreter was necessary to ensure meaningful parental involvement in the IEP meeting;
The language for interpretation;
Whether a qualified interpreter was provided for each IEP meeting;
And whether a parent requested that the interpreter serve no other role in the IEP meeting, and if so, whether the school district granted that request.
I. Professional Development related to Interpreting every 2 yrs., 6 hrs. of training including:
Confidentiality
Accuracy
Impartiality
Interpreter ethics and professionalism.
Cultural awareness
Special Education processes
Special Education vocabulary
Language acquisition
J. Section 226.75 Definitions
“Qualified interpreter” - school staff member or other personnel who is:
Bilingual and Demonstrably Qualified and Competent to Interpret;
Trained in providing the interpretations requested and sufficiently knowledgeable in both languages and of any specialized terminology needed; and
Trained in ethics of interpretation
K. And in case you were wondering… “Preferred language” means a parent’s or guardian’s native language or any other language with which the parent or guardian requests interpretation services. “Preferred language” does not include artificial or constructed languages, including, but not limited to, Klingon, Dothraki, Elvish, or Esperanto.
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INFINITEC PEER COACHING PROFESSIONAL DEVELOPMENT
Research shows that coaching has the ability to transform practice, but the coaching doesn’t need to come from an “expert”. Significant changes occur when colleagues work together with the common goal of changing their practice. Pam Robbins will take participants through the Peer Coaching process to ensure colleagues set up the conditions by which positive outcomes can be achieved, and then practice those skills. This is not an evaluative process. It is a collegial process with peers supporting peers to make any desired changes.
Click here for more information on how to register!
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SEAPAC UPDATE
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