December 1, 2006

This letter is to provide awareness and possibly direction for RegionalAdministrators and the respective LEAs. In previous years, student centered teams have made recommendations regarding the support service of Educational Interpreters. In 2004, a law was passed that individuals providing educational interpreting services for deaf and hard or hearing students must obtain and maintain licensure via the Department of Public Health.

Temporary licenses were issued beginning in July of 2005 and expire in July of 2007. All interpreters must be working toward a permanent license, which requires achieving a minimum competency on a test (RID certification or a 3.5 on the EIPA) and continued education (40 CEUs every two years to maintain their license). Most choose to take the EIPA (Education Interpreter Performance Assessment). At this time, there are twenty seven Educational Interpreters hired by local school districts. Of those, only three hold permanent licensure.

Recent changes in the licensure law permit an interpreter to renew the temporary license once for an additional two years provided they meet specific guidelines. Administrative rules are being developed, but the intent of the current draft is to requirementorship with a permanently licensed interpreter (supervisor), direct supervision at least 6 times a year with onsite observation, advisory sessions, and appropriate documentation. It is the responsibility of the temporary licensee to find a supervisor, to develop a written agreement, to schedule meetings/observations, and to work toward permanent licensure. At this time, however, the Itinerant Teachers of the Deaf/HH at Grant Wood AEA are exploring how it may be feasible for these services to be unified and provided for Educational Interpreters hired within the AEA 10 school districts.

Typically, when a student has a hearing loss, the Itinerant Teacher of the Deaf/HH assigned to the district will be able to provide guidance and support related to qualified individuals and the related licensure which would be required.

Our concerns, however, also target the student centered teams which recommend Educational Interpreters for students who may have a minimal hearing loss, multiple needs, or no hearing loss at all. Because of licensure, it is imperative that student centered teams understand the ramifications of these recommendations.

Here are some things you may want to consider:

-Discuss the recent changes regarding interpreter licensure law with your respective Itinerant Teacher of the Deaf/HH and your local school administrators

-Target the educational needs of students with minimal hearing loss, multiple needs, and no hearing loss reflective of who the service providers may be and what related qualifications and licensure will be required.

-Understand that appropriate licensure is required for a support service provider which includes sign language for a child with an identified hearing loss (regardless if the team identifies this person as a sign language interpreter or educational interpreter). .

-With districts that have Educational Interpreters, discuss how to utilize their services to support other school district personnel in working with students who may benefit from sign language (but do not have a documented hearing loss).

-With districts that have Educational Interpreters, explore collaborative opportunities with professionals who support deaf and hard of hearing students (among Educational Interpreter colleagues, Itinerant Teachers of Deaf/HH, etc.) to provide support/time/space/money among districts

-As Itinerants, we are encouraging temporary licensed interpreters to complete the EIPA to develop a professional development plan and work toward permanent licensure

-As Itinerants, we are exploring the possibility of a grant which will provide monies to hire an Educational Interpreter Consultant. This Consultant will provide unified mentorship services with an action plan between the Consultant and temporary licensed Educational Interpreter. This may include individualized support and work groups.

-As an AEA, we are providing skillshops to target varied areas of interpretation which will enhance skills and provide hands on skill development.

-With the State Lead- Dept of Ed Group, there is a committee targeting the role of a Language Facilitator (support service provider which does not utilize sign language for students with identified hearing losses). Additional roles of Signed Associates (associates providing sign language for students who do not have hearing losses) and other support service providers are also being reviewed.

We recognize that educational sign language interpreters are an integral part of programming for students with hearing loss. Our concerns are not only for the Educational Interpreters presently hired but also that we do not complicate the process with additional positions conflicting with the intent of the law and related licensure.

Your attention to this letter is greatly appreciated.

Additional questions may be directed to:

Kim Lestina

Laura McGraw

Sandy Pereboom

Kathy Wilson

Barbara VanRheenen

December 12, 2006

Subject: IDPH Amendment - Mentorship Temp Licensed EIs

Given the recent amendments regarding the Interpreter Licensure (attached), with considerations for an extension of an additional two years coupled with a mentor component, this email is to verify with Educational Interpreters and School District Personnel that the Itinerant Teachers of the Deaf/HH (Kim, Laura, Sandy, Kathy, and Barbara) have secured permission to seek grant monies to support a mentorship which would be available to all EIs with temporary licensure employed by school districts within AEA 10.

It is important to note that neither this grant nor this proposal has been finalized. We are in the very beginning stages but conversations and actions have started which support this proposal. We recognize that the amended document notes that the Interpreter is responsible for securing the mentorship, etc. However, we strongly believe that support for school districts and for EIs who hold temporary licensure are critical to ensurethat the time and purpose as outlined are pursued with great integrity.

We envision that this proposal will meet the guidelines established by the amendment (attached), will provide a positive arena for feedback and support, will provide an individualized action plan for each individual, and will facilitate other activities and learning which may not already be happening.

I have attached two documents which support these initial proceedings. Again, please note that this email is to notify folks of what we would like to see happen - we still have a lot of work before we know whether it will be or how it will be implemented.

In addition, conversations have continued with Kim Kischer Larson regarding possible dates for the continuation of Educational Interpreter Skillshops in 2007. Additional information regarding the dates and respective topics will be provided prior to the winter break.

Mentorship - Educational Interpreter

  • Classroom Interpreting
  • Rubric Document – Expectations for a Positive Environment
  • A Plan for Mentoring Educational Interpreters in Minnesota
  • Pre-assessment Request Form
  • Goal Setting Form
  • Reference Iowa Department of Public Health

One individual to support all GWAEA Region 10 Educational Interpreters employed within the school districts in a mentoring capacity (one day per week)

  • Permanent professional license under the Iowa Department of Public Health – Interpreter for Hearing Impaired
  • Understanding of the components of the EIPA
  • Ability to provide one on one mentorship and facilitate study groups/learning
  • Communicates a clear sense of respective roles and responsibilities in the educational arena
  • Recordkeeping supporting the Mentorship Agreement – individuals, sites, and targeted visits (written and verbal communication)
  • Determine and utilize materials and strategies to accurately access skills and ability to provide concise and unbiased critiques and recommendations to enhance skill improvement and learning.
  • Evaluations include individualized yet consistent means of assessment to determine the skills and the skill development (i.e. identification of patterns of errors and the factors that are influencing those errors, language competency, concentration and memory, and environmental factors).
  • Ability to support and maintain measurable goals and related progress towards the Action Plan/Goal Setting.
  • Utilization of the Mentoree Action Plan and their self assessments to support learning
  • Accumulation of documentation which supports the partnership, mentoree and legislative needs, and progress
  • Ability to utilize the Mentorship Evaluation Form and individual progress of mentorees to self evaluate and make the appropriate adjustments to the mentoring process
  • Demonstrates and promotes guidance specific to professional etiquette

Utilization of NCR paperwork – mentoree, mentor, ITDHH/GW files

Item 4. Adopt new subrules 361.2(6), 361.2(7) and 361.2(8) as follows:

361.2(6) Beginning July 1, 2007 a temporary license holder shall be required to:

a. Provide to the Board, by June 30 of each year the temporary license is held,

demographic, educational and professional study information on a form prescribed by the

board; and

b. Choose one of the following requirements for the biennial license period:

(1) Provide services under the direct supervision of a sign language interpreter or

transliterator licensed pursuant to section 154E.3. Providing such services under this

section requires the temporary license holder during each year of the biennial license

period to:

a) Have a supervisor observe him or her in active practice for no fewer than

six, consecutive, bi-monthly (total of six per year) on-site observation

sessions at events lasting at least thirty minutes, if the temporary license

holder is working alone in providing active interpreter or transliterator

services, or at least sixty minutes, if the temporary license holder is

working in a team interpreting situation.

b) Attend at least six, consecutive bi-monthly (total of six per year)

advisory sessions with the supervisor for the purpose of discussing the

supervisor’s suggestions for professional skill development based on the

on-site observation sessions. An advisory session may occur following

an on-site observation session, if the setting is appropriate. The advisory

session shall involve only the temporary license holder and supervisor.

c) Enter into a written agreement with the supervisor in which the

temporary license holder and the supervisor agree to the minimum

requirements provided in subrules 361.2(6)b(1)(a) and (b). Such

agreement shall be signed and dated by the temporary license holder and

the supervisor; shall include the temporary license holder’s and

supervisor’s name, address and contact information; and shall be

provided to the board upon request,

d) Maintain an event log documenting the date, time, length of observation

and setting of each on-site observation session and advisory session.

The temporary license holder shall ensure that the supervisor places

initials beside each event entry to verify occurrence. This event log is to

be provided to the board upon request.

e) Ensure that the supervisor attends both the on-site observation sessions

and advisory sessions or reschedules sessions as necessary to ensure

compliance.

f) Comply with the required on-site observation sessions and advisory

sessions. If there is a need to change supervisors for any reason then it

is the responsibility of the temporary license holder to develop a new

written agreement with a new supervisor. Changes in supervisors shall

not excuse non-compliance with on-site observation and advisory

session obligations.

g) Obtain permission from clients as necessary to allow the supervisor to be

in attendance during the observation sessions; or

(2)Complete a minimum of 30 hours (3.0 CEUs) of continuing education in areas of

professional studies that conforms to the requirements of 362.3(2)a(2) during each year

of the biennial license period. The temporary license holder shall submit to the Board

certificates of completion issued to the temporary license holder evidencing successful

completion of continuing education courses meeting the requirements of subrule

362.3(2)a(2). This does not relieve the licensee of the requirement of providing additional

information regarding this continuing education as required in subrule 362.4(2) if

audited.