This page provides information on the DPI licensing requirements, schedules for the Educational Interpreter Performance Assessment (EIPA), tools developed to support effective practices, and more.
- Bulletin 13.03: The Role of Educational Interpreters for Students who are Deaf or Hard of Hearing
- License Requirements for Educational Interpreters
- Educational Interpreter Job Performance Rubric
This document was created by a group of educational interpreters and DHH teachers to assist school administrators in conducting a job evaluation that aligns with the expectations of someone working as an educational interpreter. This document is meant as a tool for districts to use, if they wish. It can be modified to meet district requirements.
- Student Need for an Interpreter - A Guided IEP Team Discussion regarding the need of a student who is deaf or hard of hearing to use or continue to use Interpreter ServicesFor some students who are deaf or hard of hearing, the IEP team may struggle with the question about the student’s need for an educational interpreter and if, the student needs an interpreter, what type of interpretation is to be done. A group of stakeholders created a worksheet designed to assist the IEP team discussion. In addition to the overview, there is a one-page set of statements separated by grade groupings: Early Childhood / Preschool, Early Elementary Setting, Upper Elementary Setting, Middle School, and High School.
The intention for use of this document is only when there are people on the IEP team who are not sure of the students’ need for interpreter services. It is not required and is not intended for use when it is clear that the student needs interpreter services in order to access their educational day.
- Interpreting for a World Language: A Resource Tool
Students who are deaf or hard of hearing often elect to take courses on another spoken language. For students who use an interpreter to access their education, there are several considerations to be discussed and determined by the team of people working with the student, as well as the student him/herself. The team includes, at minimum, the World Language teacher, the DHH teacher, the educational interpreter, and the student. The parent may also wish to be part of the discussion. Expections for how the student will learn and demonstrate knowledge of the World Language need to be established prior to beginning the class.
This link is to a tool that can guide this educational team in determining together what expectations are to be held, how the interpreter is to support this process for learning another language, how the student is to be assessed, and possible resources for the student and staff to access.
- Salary and Benefits Survey 2009This link is to a survey done along with WCASS regarding the salary and benefits of educational interpreters through the state.
For questions about this information, contact firstname.lastname@example.org (608) 266-1781