STUDENT SUPPORT SERVICES DIVISIONEnglish Language Learner Program Bilingual Interpreter/TranslatorHandbook <br />Clark County School District<br />Bilingual Translator/Interpreter Handbook<br />Program Administrators:<br />Charlene Greene, Deputy Superintendent, Student Support Services<br />Dr. Norberta Anderson, Director, English Language Learner Program<br />Bruce Clemmer, Director, English Language Learner Program<br />P. Gail Welch, Coordinator, ELLP Translation Services<br />Editors:<br />P. Gail Welch, Coordinator, ELLP Translation Services<br />firstname.lastname@example.org<br />Mauricio Arboleda, Bilingual Translator/Interpreter<br />email@example.com<br />Liliana Carranco, Bilingual Translator/Interpreter<br />firstname.lastname@example.org<br />Ramona Roa, Bilingual Translator/Interpreter<br />email@example.com<br />Mariza Valenzuela, Bilingual Translator/Interpreter<br />firstname.lastname@example.org<br />Jorge Velazquez, Bilingual Translator/Interpreter<br />email@example.com<br />Clark County School District<br />Mission Statement<br />To create an environment<br />where students, parents, educators, and the community<br />foster achievement.<br /> <br />English Language Learner Program<br />Mission Statement<br />The English Language Learner Program is an advocate <br />for English Language Learner student rights <br />by providing leadership, services, and strengthening the capacity of schools, families, and communities to enhance student success.<br />ELLP Translation Services <br />Mission Statement<br />Bilingual translators/interpreters are highly skilled professionals who fulfill an essential role as communication liaisons for non-English and English speakers. In their capacity as representatives of the Clark County School District, district translators/interpreters are bound by ethical standards to facilitate communication between all parties involved.<br />Table of Contents<br />Introduction1<br />Definitions2<br />Translation Services Orientations3<br />ELLP Orientation3<br />Translation Services Coordinator Orientation3<br />Telework Agreement3<br />Translator Expectations3<br />Technical Orientation3<br />First Weeks of Training4<br />Technical Support5<br />Equipment Problems5<br />Backing up Your Work5<br />Organizing Your Files6<br />Assignments7<br />General7<br />Cancellations7<br />Parent No-shows7<br />Special Assignments7<br />Rural Schools7<br />Child Find8<br />Clinics8<br />Parent/Community Meetings10<br />Special Projects10<br />Mentoring11<br />Accountability and Documentation13<br />Work Log13<br />Weekly Data Report13<br />Monthly Data Report14 <br />Weekly Schedule14<br />Evaluation14<br />Appendices<br />Appendix A: Organizational Flow Chart15<br />Appendix B: Telework Self-Assessment16<br />Appendix C: Telework Agreement18<br />Appendix D: Telework Information Record21<br />Appendix E: CCSD ELLP Translator Expectations, ELL-F15624<br />Appendix F: What is the Child Find Project?25<br />Appendix G: Frequently Asked Questions27<br />Appendix H: How to Effectively Use a Bilingual Interpreter, ELL-PUB15130<br />Appendix I: Scheduled Translations Staff Meetings31<br />Introduction<br />The purpose of the Translator’s Handbook is to provide information regarding the training, performance and evaluation of ELLP Bilingual Translator/ Interpreters. <br />This handbook is divided into sections that will enable the Bilingual Translator/Interpreter to find documents, procedures and suggestions quickly. The topics cover areas the Bilingual Translator/Interpreters deal with daily and helpful information to facilitate services that the Bilingual Translator/Interpreters provide to schools, parents and community members.<br />The handbook also contains appendices of frequently used forms, templates, calendars and other items used by Translation Services. A list of definitions is included in the handbook. <br />The Handbook Committee will continue to strive for excellence and improvement. It is hoped that this handbook will be a useful tool and resource to all our colleagues in Translation Services.<br />Definitions<br />“Consecutive Interpretation” – A style of interpretation in which the interpreter waits until the speaker pauses before initiating interpretation.<br />“Contact Person” – the individual at a school site who requests translation or interpretation services <br />“IEP” – Individualized Education Plan<br />“Interpretation” – the oral rendering of conversation or reporting from one language to another<br />“MDT” – Multidisciplinary Team. May also refer to the report produced by the team.<br />“Sight Translation” – an instantaneous translation of a document without prior viewing or preparation<br />“Simultaneous Interpretation” – A style of interpretation in which the interpreter translates the speaker’s words as soon as they are spoken, permitting an unbroken flow to the conversation.<br />“Translation” – the written conversion of a document from one language to another<br />“Translation Services Coordinator” – the school district administrator who is directly responsible for Translation Services<br />Translation Services Orientations<br />ELLP Orientation:<br />When new Translator/Interpreters report to ELLP, they receive a department orientation from one of the directors’ secretaries. This includes introduction to office staff and review of departmental procedures. They are also provided with work supplies. Following the department orientation, the new Translator/Interpreter is introduced to his/her mentor, who he/she will shadow for six to eight weeks. The mentor accompanies the new Translator/Interpreter to the Translation Services office where they participate in a second orientation conducted by the Translation Services Coordinator.<br />Translation Services Coordinator’s Orientation:<br />There are two parts to the Translation Services Coordinator’s Orientation: the Telework training and review of the Translator Expectations (ELL-F156). When the Translation Services Coordinator’s Orientation is complete, the new Translator/Interpreter is released to his/her mentor.<br />Telework is a work situation in which the individual works part-time from a home office and part-time in a more conventional school/work setting. The work of Translator/Interpreters is well suited for Telework since half of their job is at school sites interpreting at IEP and MDT meetings and the other half is spent translating written documents. The Telework training lasts approximately 1½ -2 hours. The training consists of a powerpoint presentation and discussion, and three pieces of paperwork that must be completed:<br />Telework Agreement – A contract specifying the days and hours to be worked, the frequency of office visits and the layout of the home office workspace.<br />Telework Self-Assessment – A list of questions designed to help the individual understand their strengths and weaknesses as relates to working away from a conventional work site, and their suitability for being a teleworker. <br />Telework Information worksheet – Basic information regarding telework expectations.<br />Translator Expectations, ELL-F156. Each new Translator/Interpreter is provided a copy of the ELLP Translator Expectations (Appendix E). The Translation Services Coordinator goes over the expectations in depth, to ensure the new employee is fully aware of his/her job requirements. These expectations cover professional duties, including, but not limited to:<br />hours;<br />communication with your supervisor;<br />sign-in/-out procedures;<br />absence/vacation policy;<br />written translation expectations;<br />equipment security;<br />personal business; and<br />documentation.<br />Technical Orientation:<br />Once the new Translator/Interpreter has completed the ELLP and Translation Services Coordinator orientations, the assigned mentor, in conjunction with the ELLP MIS/DP Technology Specialist, conducts a technical orientation. The technical orientation is designed to familiarize personnel with the equipment and programs they will be using, the resources available, and the proper way in which to access the ELLP server and back up their documents. At this time the laptop, printer, wireless network card, and other equipment will be issued. The CCSD Acceptable Use Policy for computers will also be reviewed, an Interact account will be established (if one did not previously exist), and the new employee will be added to the ELLP and Translations conferences.<br />First Weeks of Training:<br />Mentors meet with the Translation Services Coordinator every two weeks to discuss new employees’ progress. Each mentor documents their mentee’s progress in a written report.<br />Mentees should pay close attention to mentors. This is the opportunity for new employees to learn from their mistakes, be exposed to the terminology, and absorb as much information as possible.<br />Observe the mentor in action. Note the vocabulary he/she uses and his/her role at the meeting. Each new Translator/Interpreter learns at a different pace and comes with different experiences. When a mentor feels the new Translator/Interpreter is ready, he/she will step back and allow the new Translator/Interpreter to start interpreting as he/she observes and takes notes. During this period of training, expect the Translation Services Coordinator to show up, without notice, and observe you and your mentor. <br />New Translator/Interpreters also work on written translations. Mentors will review and correct written work. The quality of work is more important than the quantity. <br />Ask a lot of questions and take a lot of notes.<br />Accept feedback from the mentor and the Translation Services Coordinator in the spirit in which it is given. The goal is for all employees to be successful and confident. <br />Become familiar with the special and general education terminology that Translator/ Interpreters use on a day-to-day basis.<br />Depending on progress, a new Translator/Interpreter may be ready to interpret at appointments, unaccompanied, in six weeks. If the mentor and the Translation Services Coordinator feel more training time is necessary, training may be extended for an additional one to two weeks. <br />Translation Services does have a standard regarding the number of documents each Translator/Interpreter translates each month. That number is based on the entire year. There will be months when oral interpretation appointments are high and the number of written translations completed is low, and vice versa. Remember, quality is always more important than quantity. Increased productivity comes with experience and practice.<br />Technical Support<br />Equipment Problems:<br />If you encounter any problems with your laptop, printer or accessories:<br />Immediately contact MIS/DP Technology Specialist at the ELLP Office to notify her about the problem.<br />The MIS/DP Technology Specialist can remote access your laptop, wherever you are connected to the server. <br />If the problem cannot be resolved through the server, make an appointment with the MIS/DP Technology Specialist and bring your laptop or printer into the ELLP office.<br />If your laptop must be turned in for service, a loaner will be issued.<br />Because computers can fail, it is necessary that you back up your work to the ELLP server at least once a week. As you are working on documents in your home office, at schools or in the ELLP office, periodically save them to your flash drive, as well as to your hard drive. That way if your computer does fail you won’t lose too much work. Saving your work to the flash drive will also enable you to have access to your work on any other available computer.<br />Backing up Your Work:<br />Before turning on your computer, plug in the power cord first, and then the network cord. When turning off, unplug the network cord first, then the power cord. If you do not, you may have problems with your computer.*<br />At the Novell login, uncheck the box for “work station only,” login to Novell and click “OK”.<br />When the Windows workstation opens, click “OK”.<br />Your desktop appears with a window that includes welcome and mission statements. Close this window.<br />Connect to the ELLP server. There are two ways to access the ELLP server: <br />Go to “My Computer”, and then select the U: drive [ex. Arbolm on ‘738-nws01DataUsersStaff (U:)] or<br />If your network folder is on your desktop, open the folder to access the U: drive.<br />Open the “My Documents” folder.<br />Once the network folder and the “My Documents” folder are open, go to “My Documents”, select “Edit-Select All” and drag all your files to your ELLP Network folder. Place them on any blank space to prevent them from overlapping.<br />A window will open and select “yes to all”.<br />Wait until your files have been saved and copied. Once the files have been copied, close your windows.<br />After logging out, remember to disconnect the network cord first and then your power cord.<br />When you have completed your back up and are ready to leave, ensure you have collected all of your power cords, network cords, etc. <br />You must back up your documents at least once a week to the ELLP server from any CCSD location where you have network access.<br />Never delete documents from your file since they are property of CCSD.<br />For safety, always save your files on your flash drive as well as on your laptop.<br />NOTE: Always use your power cord when you are connected to the server.<br />Organizing Your Files:<br />To keep your files organized, a system that follows a sequence is recommended. You may wish to organize your completed reports in one of the following manners: <br />School Name<br />Student Name<br />Disability<br />Region<br />Examiner’s name<br />Document Category (MDT, IEP, OT, PT, S/L, etc.)<br />Assignments<br />General:<br />Upon completion of the mentoring period, each Translator/Interpreter is assigned to a region. These assignments are based on the ratio of appointments each region schedules to the number of Translator/Interpreters assigned to the region. Within a region each Translator/Interpreter can be assigned anywhere from two to 20 schools. The number of schools assigned is based on the number of appointments each school generated in the preceding year. Some schools have many special needs students whose parents require interpretation; some schools very few.<br />As much as possible, Translator/Interpreters will be assigned to appointments at their designated schools. However, there will be instances in which more than one appointment request comes in for a designated Translator/Interpreter for the same day, at the same time. In those cases another Translator/Interpreter from within the region will be assigned to the appointment. If all Translator/Interpreters from that region are already assigned, then a Translator/Interpreter from an adjacent region will be assigned. A record is kept of all out of region appointments to help us determine if each region is being adequately served.<br />Cancellations:<br />Schools are directed to notify Translation Services as soon as they become aware of an appointment cancellation. Although most schools are conscientious, there are those who fail to do so. Therefore, when you have the opportunity, it is a good practice to contact the requester the afternoon prior to a scheduled appointment to ensure the meeting is still on. From time to time you will arrive at a scheduled appointment to find that the meeting has been cancelled and they forgot to notify ELL. In those cases, send an email to the Translation Services scheduler and the Translation Services Coordinator. This information is also stored in the database so we may identify patterns, as necessary.<br />Parent No-shows:<br />If a parent fails to show for a scheduled IEP/MDT meeting, offer to call home to see if the parent is available, on their way, or capable of participating in the meeting over the telephone. If a parent has forgotten, but is able to come to the school directly, and you have no other meeting scheduled that could be impacted by your remaining to do the interpretation, then stay. If you have another appointment scheduled which could be impacted by remaining, let the requester know your time limitations. If no meeting is held, send an email to the Translation Services scheduler (copy to the Translation Services Coordinator) for entry in the database.<br />Special Assignments:<br />Rural schools – there are rural schools in the Northeast, Northwest and Southeast regions. Certain Translator/Interpreters have been assigned to those schools and will be the only ones traveling there unless there is a special need. When assigned an appointment at a rural school you have the option to use your own car or a district vehicle, if available. If you opt to use a district vehicle, follow the following procedure:<br />As soon as the appointment is assigned call the Seigle Diagnostic Center (Ann Danielson) at 799-7461 and reserve a vehicle for the day of the appointment.<br />Pick the vehicle up at the Seigle Diagnostic Center on 2625 E. St. Louis. You may pick up the car as early as 6:30 a.m. If you must leave before normal work hours, pick the key up the night before. The gate to the parking lot at Seigle is unlocked at 5:30 a.m. <br />Ensure you include time to put gasoline in the car in your travel time. Fill up the gas tank at the school district bus yard on Eastern and Stewart, the gas pump is on the left side of the yard. <br />Always call the appointment requester before you depart to make sure the meeting is still taking place and get their driving directions. They can provide you with landmarks, exits, etc. Map Quest doesn’t always provide the most accurate directions to the rural schools. If the appointment has been cancelled, cancel the use of the car. <br />Check the vehicle for emergency roadside information.<br />When you return, if the gas tank is half empty, fill it before returning the vehicle. <br />The office at Seigle closes at 4:30 p.m. but the parking lot remains open until about 6:30 because the custodians are there. If the rural appointment runs late, turn the key in to one of the custodians. If you are going to arrive later than 6:30, make arrangements with the appropriate person (Ann Danielson) the day before.<br />If you drive your own vehicle, make sure you keep a record of your mileage so you may be reimbursed. If you drive a district vehicle you may not claim mileage.<br />Make sure you have a cell phone and water in case of an emergency.<br />Child Find <br />There are three official Child Find locations: Griffith, Seigle and Walnut. However, because of the size of the school district, other schools occasionally schedule and assess students as Child Find locations. <br />Child Find has a Translator/Interpreter assigned at each of the above three locations, daily. <br />Child Find assignments will be rotated every six months to ensure all Translator/Interpreters are familiar with the assessments. <br />Child Find hours differ from the standard 7:30-4:30. When assigned to Child Find Translator/Interpreters work from 7:30-4:00 and take a half-hour lunch and two fifteen minute breaks.<br />If a Translator/ Interpreter is not provided time for the morning break, that time may be added to the lunch break. <br />If a Translator/Interpreter must travel between Child Find locations, the travel time is not included in either lunch or break times. If a location closes before 4:00, the Translator/Interpreter will finish his/her assigned hours at the home office or at one of the ELLP Translator Workstations. <br />No Translator/Interpreter is to remain at a Child Find location once the assigned staff has left.<br />If a Translator has an appointment scheduled that will last beyond 4:00, his/her hours will be adjusted, allowing him/her to come in later (i.e., if the appointment is to last until 4:30, the Translator may come in at 8:00). Let the Translation Services Coordinator know of any such appointments ahead of time.<br />Clinics – here are certain assignments within our department that do not fall under the MDT/IEP category. These assignments include Neurology/Genetic Clinic Appointments. The Neurology and Genetic Clinic works in conjunction with the Clark County School District. These appointments are usually made by school district personnel. The contact person at the school site makes an appointment for the student and parent/guardian to meet with the neurologist/geneticist. The physician conducts a complete physical exam and neurological/genetic assessment of the child, as well as an interview with parents regarding the student’s medical and developmental history. The following will provide you with some helpful information and tips regarding these appointments.<br />Confirm the appointment with your contact person the day before the scheduled date. The appointments are sometimes cancelled, but they must cancel 24 hours in advance of the scheduled date and time. Obtain an alternate phone number (contact person’s cell number, clinic number, etc.) in case there are any problems or questions the day of the appointment. <br />Arrive on time. The clinic is very busy and there is a lengthy waiting list to have children seen at the clinic. If you think you might be late, call your contact person.<br />These appointments may last anywhere from 2-3 hours. The clinic is very busy. Sometimes you may have to wait half an hour or more past the scheduled time. The exam and assessment may also take up quite a bit of time. This depends on the severity of the student’s condition and other factors.<br />The parent/guardian usually will be accompanied by someone from the school site. Most of the time it will be the school nurse, but there have been instances where a school district social worker, and/or teacher are also present.<br />The parent/guardian will be given paperwork to fill out. You may need to help the parent/guardian fill out the paperwork as some do not know how to read or write in either language.<br />The manner in which you translate depends on which doctor is performing the assessment/exam. The physical exam and neurology/genetic assessment are fairly basic. If the child does not speak English, you will have to interpret for the doctor during the exam/assessment. However, most of the interpreting is done during the interview with the parent/guardian.<br />Be prepared for unusual medical terminology. There will be terminology that you may be unfamiliar with. It is perfectly fine to ask for an explanation/definition/ clarification for any unfamiliar condition, disease, etc.<br />The assessment and exam are usually quite informal. At times, the doctor and nurse may discuss the child’s medical history between themselves. You may want to quickly paraphrase what is being discussed. Please keep the parent informed of all sidebar conversations that occur during this time.<br />Once you have completed your appointment, please remember to have the contact person sign your work log.<br />Neurology Clinic Location Information<br />Location: Neurology Specialists<br />2020 E. Desert Inn (Desert Inn/Eastern)<br />Las Vegas, NV 89109<br />Phone: (702) 796-5505<br />Physicians: Dr. Johns/Dr. Halthore<br />Genetic Clinic Location Information<br />Location: Genetic Clinic<br />522 E. Twain Avenue (Between Swenson/Paradise – in the Lily Claire Foundation Bldg)<br />Las Vegas, NV 89169<br />Phone: (702) 862-8141<br />Physician: Dr. Morris <br />Parent/Community Meetings – Translator/Interpreters may be assigned to interpret at a Parent Advisory Committee (PAC), an Attendance Zone Advisory Commission (AZAC) meeting or other special parent meetings. <br />Translator/Interpreters provide access for Spanish-speaking parents/community members, and allow the school district to obtain the input of the Hispanic Community as regards the issues discussed. <br />The meetings may take place at a school, public building, community center or other location.<br />The meetings may take place in the evening between 6 pm and 8 pm or at any point throughout the day. If you are assigned to an evening meeting, your hours will be adjusted, or “flexed”, to compensate for the late hour. The flexed hours must be taken within a week of the date of the meeting. The exact date you select to adjust your schedule must be determined before the meeting and meet with your supervisor’s approval. <br />Parent meetings require simultaneous interpretation. Personal PA transmitter and headphone equipment is used to enable one Interpreter to speak to many parents. The meeting will require a minimum of two interpreters, one interpreting and the other assisting parents to voice their questions or concerns. These duties should be exchanged every half hour, or more often, as needed. <br />Make arrangements with the ELLP office to pick up and return the equipment, as there might be other meetings scheduled for the next day. <br />Before the meeting, make sure the equipment is working properly, check the batteries, check the headphones (not all will work properly), etc. The Interpreter in charge of the equipment will give the parent the headphones asking for and retaining a type of ID (usually a driver’s license) to ensure the equipment is returned at the end of the meeting. <br />Prior to the start of the meeting, check the meeting location for “dead spots,” areas where the translation equipment will not transmit or where there is static.<br />Before returning the equipment, ensure the headphones are clean and accounted for. Use the special sanitizing wipes provided to clean the equipment. <br />Before leaving the meeting, have the requester/organizer sign your weekly work log.<br />Special Projects – Committees are created when a particular need is identified. The committees are formed of Translator/Interpreters, based on their experience, expertise and willingness to participate. Generally speaking, participation in most special projects is open to all Translator/Interpreters. <br />Participation in at least one special project each year is highly encouraged and is taken into consideration for your performance evaluation. <br />When a special project is created, it is divided in manageable portions that are assigned to different members of the committee. Periodic meetings are scheduled, based on committee members’ availability, where the work in progress is reviewed. The material is revised and edited by the whole group. Each member is responsible for any changes to their assigned portion of the project, and for making corrections and sending the final product to the committee chair. The chair collates the information and presents the finished product to the Translation Services staff. <br />The Translation Services Coordinator is a de facto member of all special project committees, but generally just serves in an advisory capacity. <br />Examples of Committees are:<br />Glossary committee<br />IEP Template committee<br />MDT committee<br />Translator & Interpreter Handbook Committee<br />Ethics & Guidelines Committee<br />The final result of the committee is presented to and approved by administration. Permissions to access the final product for each committee will be determined by administration.<br />All suggestions for new projects/committees should be submitted in writing to the Translation Services Coordinator. <br />Mentoring – Every Translator/Interpreter evolves. No one comes into the position knowing everything there is to know about the job. You learn through training and practice. As you become more knowledgeable in your position, you may be presented with the opportunity of becoming a Mentor. This responsibility may be challenging at times, but it is also very rewarding. To prepare for such a challenge, there are many things that a mentor should know. <br />Assigning a Mentor:<br />The Translation Services Coordinator assigns a trainee (or “mentee”) to a senior Translator/Interpreter. The mentor is given a date and time to meet with the new mentee. <br />The training period usually lasts 6-8 weeks. At the discretion of the mentor and Translation Services Coordinator, the period may be extended, as needed.<br />All training hours should be documented on the interpreter Work Log, Weekly Data Report and Monthly Data Report. This includes revision of written work, orientation, training on laptop, review of oral appointments, etc. Your written work productivity will be affected by the amount of training that occurs during this period, so document your hours.<br />After the orientations mentioned before in the Translation Services Orientations section of the Handbook, the mentor will meet with the mentee to review the general information regarding the position and provide more in depth information regarding documentation and accountability. If multiple vacancies are filled at the same time, the mentors assigned will collaborate to present this information. <br />Once the initial orientations have been conducted, the mentee begins practical training. Your mentee will shadow you throughout this period. During the first few weeks you will introduce translation of written work and protocol for oral appointments. After this initial period, your mentee will begin interpreting at oral appointments. The mentor should take a lot of notes during this time and review them after each appointment with the mentee. Discussion should focus on specific errors, word choice suggestions and commendations.<br />Mentors shall provide a written training report every two weeks to the Translation Services Coordinator. If a mentee is having trouble adapting to his/her role as a Translator/Interpreter, the mentor must notify the Translation Services Coordinator as soon as the mentor becomes aware that progress is not being made. All written work should be revised before the mentee turns in documents.<br />Frequently remind your mentee of the resources that are available and let him/her know that there are no “stupid questions”. <br />Remember, as you are training your mentee, there are different ways to say things. Keep an open mind. As your mentee learns from you, you also learn from your mentee.<br />Mentors:<br />Ivette AndreoniJorge Martinez-GuerraMauricio ArboledaAsalia PimentelFranco CarranzaAlejandra RodriguezMartha EvansMariza ValenzuelaMaria LopezLissette Villa<br />Accountability and Documentation<br />Since the Translator/Interpreter position is one where there is only periodic direct interaction with the Translation Services Coordinator, accountability is determined through various factors. A database is maintained for both oral appointments and written documents. Each Translator/ Interpreter is responsible for completing certain reports and logs on a regular basis. In addition to personal observation and review of written work, the Translation Services Coordinator consults the databases to verify individual productivity. This may be determined by the number of documents/pages translated over a period of time. If the Translation Services Coordinator finds that a particular Translator/Interpreter is not meeting expectations, the individual will be called in and, if there is no/insufficient improvement, he/she may be subject to disciplinary action.<br />Work Log: The Work Log must be filled out daily. It is due once a week along with your Weekly Data Report, no exceptions.<br />Blanks of the log are available at the Translation Services Office.<br />Fill out all requested information: <br />School Name<br />Student Name<br />Work Time (Times you started and finished the document and/or oral translation)<br />For each line item, calculate your total time. Round your time to the nearest quarter or half hour.<br />Document travel time. <br />Obtain the signature of the site contact person. If you forget your weekly log, have them sign on a separate sheet with the appointment information.<br />Select whether the assignment is oral or written, and the type of interpretation/translation (MDT, IEP, Other).<br />For written translations only, include the date you completed the translation. If the document is not completely translated within that day, write “NC” (not complete). <br />Your total hours worked must add up to 8.0 hours (this does not include your lunch).<br />Turn in white/yellow copy of your work log along with the Weekly Data Report once a week at the Translation Services Office and keep pink copy for your own records.<br />Keep extra work logs for the following week.<br />Weekly Data Report: The Weekly Data Report must be turned in each week along with your Work Log and your completed documents.<br />The Weekly Data Report form is located in the Bilingual Translator Forms Folder.<br />Fill out the following information: <br />Name<br />Week<br />Completed written assignments (IEP, MDT, Other Reports, Other Forms<br />Number of oral appointments<br />Number of pages<br />Totals<br />Student name, school name, type of document and number of pages.<br />If you participated in Special Projects Committee (ex. Committee Work, AZAC Meetings, Mentoring, etc), write the project name and the hours. If you have a scheduled vacation day, personal leave, etc. document that as well.<br />Monthly Data Report: The Monthly Data Report must be turned in the first Friday of the following month, unless the first day of the month is a Friday, in which case the report must be turned in on the following Friday.<br />The Monthly Data Report form is located in the Bilingual Translator Forms Folder.<br />Fill out the following information: <br />Month and year<br />Name<br />Total number of oral assignments (IEPs, MDTs, Oral Assessments)<br />Total number of written translations (IEPs, MDTs, Other Reports, Other Forms)<br />If you have documents pending, write the type and number of documents.<br />If you participated in Special Projects Committee (ex. Committee Work, AZAC Meetings, Mentoring, etc), write the project name and the hours. If you have a scheduled vacation day, personal leave, etc. document that as well. Add the total number of hours for each of the previous categories. <br />Weekly Schedule: Every Translator/Interpreter is required to e-mail their schedule weekly to the ELLP Mailbox. Your schedule for the following week is due to the mailbox by noon of the last workday of each week. Generally this will mean by noon Friday. However, there are those occasions when you may be required to submit your schedule on a Wednesday or Thursday. If you know you will be absent for vacation or due to an extended illness make sure you submit your Weekly Schedule, as you know it at that time, before the scheduled absence. An update may be submitted upon your return.<br />Evaluation: As with any other position, you are subject to evaluation. During your probationary period you will receive a three-month and six-month evaluation. You will make mistakes. Since this is a challenging and demanding job, your initial evaluations may reflect the fact that you have not reached full proficiency. Once you have completed your probation, you will receive an evaluation once a year. Your evaluations are based largely on your job skill level, productivity and customer service. As you gain experience, all of these should improve. If at any time you feel concerned about your progress or wish to take a class to improve your skills, do not hesitate to speak with your supervisor. Her door is always open.<br />Appendix A<br />Appendix B<br />Clark County School District<br />Teleworker Self-Assessment<br />A successful teleworker has particular traits, a job suitable for telework and a telework office that’s conducive to work. Read each of the numbered sections below, and check the box that most accurately describes you or your situation. Your self-assessment will help you decide whether telework is right for you. See the bottom of page 2 for help in evaluating your self-assessment.<br />1. Successful teleworkers develop regular routines and are able to set and meet their own deadlines.<br />Are you self-motivated, self-disciplined and able to work independently; can you complete projects<br />on-time with minimal supervision and feedback; and are you productive when no one is checking<br />on you or watching you work?<br />Always Usually Sometimes Not really<br />2. Do you have strong organizational and time-management skills; are you results-oriented; will you<br />remain focused on your work while at home, and not be distracted by television, housework or<br />visiting neighbors; do you manage your time and workload well, solve many of your own problems<br />and find satisfaction in completing tasks on your own; are you comfortable setting priorities and<br />deadlines; and do you keep your sights on results?<br />Always Usually Sometimes Not really<br />3. Are you comfortable working alone and disciplined enough to leave work at quitting time; can<br />you adjust to the relative isolation of working at home; will you miss the social interaction at the<br />designated office on your telework days; do you have the self-control to work neither too much nor<br />too little; can you set a comfortable and productive pace while working at home?<br />Yes No<br />4. Teleworkers should have a good understanding of the organization’s “culture.” Are you<br />knowledgeable about Clark County School District procedures and policies; have you been on the job long enough to know how to do your job in accordance with Clark County School District policies and procedures; do you have well-established work, communication and social patterns at your designated office?<br />Yes No<br />5. Have you and your supervisor discussed whether co-workers would have additional work when<br />you work at home and, if so, how the work would be handled; have you determined how to provide<br />support to co-workers while working at home; do you have an effective working relationship withco-workers; and have you evaluated the effects of your telework days and those of your co-workers in maintaining adequate in-office communication?<br />Yes No<br />6. Are you adaptable to changing routines and environments; have you demonstrated an ability to be<br />flexible about work routines and environments; and are you willing to come into your designated<br />office on a regularly scheduled telework day if your supervisor, co-workers or customers need<br />you there?<br />Yes No<br />Teleworker Self-Assessment, Page 2 —continued —<br />7. Are you an effective communicator and team player; do you communicate well with your<br />supervisor and co-workers; are you able to express needs objectively and develop solutions; and<br />have you developed ways to communicate regularly with your supervisor and co-workers that<br />you can use when you telework?<br />Yes No<br />8. Current job performance is a strong indicator of your potential success as a teleworker. Consider<br />how any problems or developmental needs evident in your last performance evaluation might<br />affect your telework experience. Are you successful in your current position; do you know your<br />job well; and do you have a track record of performance?<br />Yes No<br />9. Do you have the right job for telework?<br /> Job responsibilities that can be arranged so that there is no difference in the level of service provided to others <br /> Minimal requirements for direct supervision<br /> Low face-to face communication requirements with the ability to arrange days when communication can be handled by telephone or e-mail<br /> Minimal requirements for special equipment<br /> Ability to define tasks and work products with measurable work activities and objectives<br /> Ability to control and schedule work flow<br /> Tasks include those that could be done away from the central office such as:<br />AnalysisDesign workField visitsResearch<br />Auditing reportsDictatingGraphicsTelephoning<br />Batch workDraftingProject managementWeb Design<br />CalculatingEditingReadingWord processing<br />Data entryEvaluationsRecord keepingWriting<br />10. Do you have an appropriate home work environment?<br /> A safe, comfortable work space where it is easy to concentrate on work<br /> The level of security required by the Clark County School District<br /> The necessary office equipment and software that meet agency standards<br /> A telephone or cell phone and an answering machine or voice mail<br /> Household members who will understand you’re working and won’t disturb you<br />Self-Analysis<br />Are you the right kind of worker? If your answers to Questions 1 through 8 are “Always” or “Yes,” you’re the kind of employee likely to be successful at telework. <br />Do you have the right kind of job? You should be able to check every item under question 9. <br />Do you have the right home environment? You should be able to check every item in question 10.<br />Appendix C<br /> Clark County School District<br />TELEWORK AGREEMENT<br />This Agreement, effective the day of , , by and between (Employee), and the Clark County School District, acting by and through , (Employee's Supervisor), establishes the respective obligations of the parties under Clark County School District’s Telework program. Employee has volunteered to work as a teleworker at a location other than the designated headquarters, such location being described in the Telework Assignment and Telework Information Record attached hereto and made a part hereof for all purposes.<br />This agreement is not an employment contract or a guarantee of employment and is not to be construed as such. The unenforceability of any provision of this agreement shall not affect the remainder of the agreement.<br />Both parties will abide by the Clark County School District Telework Guidelines and any changes thereto. In case of a conflict between the manual and this agreement, the manual will control.<br />Termination of an Employee's participation in the telework program is not, by itself, grounds for a complaint or subject to appeal. <br />Work Location<br />The terms "
remote work location"
shall mean Employee's home or any satellite office location approved by Employee's supervisor. The term "
shall mean Employee's usual and customary Clark County School District work address.<br />The Clark County School District must approve the site chosen as Employee’s remote workplace. A layout of the proposed remote workspace, furniture, equipment, and electrical outlets shall be submitted to the Clark County School District for approval and attached to this agreement. (Telework Information Record) Employee agrees that the Clark County School District may make on-site visits to the remote workplace during the teleworker's work hours. Any visits shall be made at a mutually agreeable time for the purposes of picking up or delivering work, equipment, or materials, evaluating the telework arrangement, or checking or maintaining Clark County School District -owned equipment. <br />Employee must work at the designated office when not at the remote workplace. Employee's supervisor shall ensure that Employee has an adequate work area when at the designated office.<br />Supplies and Equipment<br />The Clark County School District may, at its sole discretion, choose to purchase equipment and related supplies for use by Employee or may permit the use of Employee-owned equipment. Costs of supplies purchased by Employee shall not be reimbursed without prior approval.<br />The decision as to the type, nature, function and/or quality of electronic hardware, computer software, data and telecommunications equipment used (e.g., telephone lines) shall rest entirely with the Clark County School District. The decision to remove or discontinue use of such equipment, data, and/or software shall rest entirely with the Clark County School District.<br />Employee shall use only approved communication software when connecting with the Clark County School District network.<br />Equipment, software, and supplies provided by the Clark County School District for use at the remote workplace shall be limited to use by authorized persons for purposes related to official Clark County School District business, including self-developmental training and tasks sponsored by the Clark County School District.<br />Employee agrees that all Clark County School District-owned data, software, equipment, facilities, and supplies will be properly protected and secured. Clark County School District-owned data, software, equipment, and supplies shall not be used to create Employee-owned software or personal data. Clark County School District software shall not be duplicated. Products and programs developed while telecommuting for the Clark County School District shall become the property of the Clark County School District.<br />In the event of equipment failure or malfunction, Employee shall immediately notify the Clark County School District supervisor so that the equipment may be repaired or replaced as necessary. In the event of delay in repair or replacement, or any other circumstance under which it would be impossible or impractical for Employee to telecommute, Employee may be assigned other work and/or assigned to another location, at the Clark County School District’s sole discretion.<br />In the event that legal action is required to regain possession of property owned by the Clark County School District, Employee shall pay all costs incurred by the Clark County School District, including attorney's fees, should the Clark County School District prevail.<br />Work Hours and Compensation<br />Employee's supervisor shall validate Employee's time and work accomplished at the remote workplace.<br />Schedule changes may be made at the supervisor's discretion. In every case, the operational needs of the Clark County School District shall take precedence over teleworking.<br />Compensatory time must be approved in advance in accordance with Clark County School District policy.<br />Work hours, overtime compensation, and vacation schedules shall conform to existing policies and procedures and the terms of this Agreement. Employee's salary, retirement, benefits, and state-sponsored insurance plans remain unchanged.<br />A $50.00 per month stipend will be paid to the teleworker to partially offset the costs of working at home..<br />Safety and Liability<br />The Clark County School District does not assume liability for loss, damage, or wear of Employee-owned equipment. Employee is responsible for proper operation of Clark County School District equipment and shall be liable for any damage or loss caused by Employee's intentional wrongful or negligent act. Employee is not required to insure Clark County School District -owned property; however, any loss of Clark County School District property that is paid by Employee's homeowner's policy will be reimbursed to the Clark County School District. <br />Employee shall designate a workspace within the remote workplace and shall maintain this workspace in a safe condition, free from hazards, and other dangers to Employee and equipment.<br />Employee shall maintain the same environment in the remote workspace as he or she would at the designated headquarters. Employees are subject to the same Clark County School District policies and procedures regardless of work location.<br />Furniture, lighting, environmental protection, and household safety equipment incidental to use of Clark County School District equipment, software, and supplies shall be appropriate for its intended use and shall be used and maintained in a safe condition, free from defects and hazards.<br />Employee shall notify supervisor immediately in case of injury.<br />Employee Duties and Obligations<br />Employee shall be held responsible for official documents and shall be subject to disciplinary action for any loss of these documents that is attributable to Employee's actions.<br />Employee shall comply with all applicable laws, policies, and instructions regarding conflicts of interest and confidentiality.<br />Employee shall participate in all before, during and after telework surveys, legislative inquires, reports or analyses relating to telework for the Clark County School District<br />Employee shall comply with all Clark County School District rules, policies, regulations, practices, instructions, telework guidelines, and this Agreement. Employee understands that violation of such may result in cancellation of this Agreement and/or disciplinary action, up to and including termination of employment.<br />Termination of Agreement<br />This Agreement shall remain in effect for no longer than twelve months unless terminated by either party under the terms set forth in this agreement. <br />This is a voluntary program. The Clark County School District reserves the right to terminate the agreement at any time for any individual Employee or as a program (with 10 working days' notice) if the Telework Program is cancelled, or if the Clark County School District’s needs are no longer being met. <br />In cases of termination for cause, this Agreement may be terminated without prior notice<br />The Employee may terminate this agreement at any time with 10 working days' notice.<br />The Clark County School District will not be held responsible for costs, damages, or losses associated with the termination of this Agreement. <br />Upon termination of this Agreement by either party, Employee shall return to the Clark County School District all notes, data, reference materials, sketches, drawings, memoranda, reports, records, equipment, supplies, and all other Clark County School District documents in Employee's possession or control.<br />The Telework Information Record shall become an attachment to this agreement.<br />I affirm by my signature below that I have read this agreement and understand its subject matter. <br />Employee's SignatureDate <br />Supervisor's SignatureDate <br />Division HeadDate <br />Appendix D<br />Clark County School District<br />TELEWORK INFORMATION RECORD <br />PROPOSED TELEWORK SCHEDULE<br />Name: Position: _____________________________<br />Division/Department: ______ Work Telephone Number: <br />Home Telephone Number: Email: <br />Emergency Contact (Name and Telephone): <br />In Office: Day(s)M T W Th F At Home:Day(s)M T W Th F <br /> (Please Circle)(Please Circle)<br />Number of hours in my work day: My usual telework work hours will be: <br />My contact hours during telework time will be: _______________________________________<br />Telework Start Date: ___________________________________________________________<br />Telework, or working from a remote location, is an assignment that the Clark County School District may choose to make available to some Employees when a mutually beneficial situation exists. Telework is not an Employee benefit, but rather is an alternate method of meeting the needs of the Clark County School District. Employees do not have the "
to telework; either the Employee or the Clark County School District can terminate the arrangement at any time using the process outlined in the Telework Agreement.<br />These are the conditions for teleworking agreed upon by the teleworker and his or her supervisor:<br />The Employee agrees to work at the following location: <br />The Employee will telework days per week. Full-time teleworkers will report to their designated headquarters ______________ (weekly/monthly) on (day) to review work with the supervisor and receive work assignments. <br />The Employee's daily work hours will be as follows:__________________________________________<br />4. The following are the assignments to be worked on by the Employee at the remote location with the expected delivery dates: (May attach schedule of day to day tasks or project assignment.) Describe job tasks and/or projects you will do at home: <br />________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />5. The following Clark County School District-owned equipment will be used by the Employee at the remote work location and has been recorded on a Loan of District Equipment Agreement (CCF-365) maintained by the Supervisor. <br />Description:__________________________________________________________________________________________________________________________________________________________________________________<br /> I understand that I am responsible for proper operation of Clark County School District-owned equipment and shall be responsible for paying for any damage to this equipment while it is removed from school district premises, including the cost of replacing the equipment if damaged beyond repair or lost. Employee initials: ______ <br /> <br />6. The following is the arrangement agreed upon for handling communications made by the teleworker from the remote work location for Clark County School District business: The Employee agrees to call and/or email the office to obtain his or her messages at least times per day.<br />7. The Employee agrees to obtain, from the office, supplies needed for work at the remote work place. Out-of-pocket expenses for supplies will not be reimbursed. A $50.00 per month stipend will be paid to the teleworker to partially offset the costs of working at home.<br />8. Additional conditions agreed upon by the teleworker and the supervisor are as follows:<br />___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />9. The Employee's Telework Workspace Floor Plan is attached.<br />I have reviewed this assignment with ____________________________________________<br />prior to his or her participation in the Clark County School District’s telework program.<br />____________________________________<br /> Date Supervisor<br />This assignment has been discussed with me and I agree to the stated telework conditions.<br />____________________________________<br /> Date Employee<br />Teleworker's Floor Plan<br />Employee is to draw the layout of your Telework Workspace. Include electrical outlets, furniture, equipment, doors, windows & phone/data outlets.<br />Recommend:Approval: Disapproval:<br />If disapproved, state reasons why _____________________________________________<br />________________________________________________________________________<br />________________________________________________________________________<br />_______________________________________________ <br /> Supervisor Signature/Date <br />Appendix E<br />CCSD ELLP Translator Expectations<br />Maintain open lines of communication with your supervisor.<br />Ensure your pager works.<br />Respond to pages within 20 minutes. If you are at a translation appointment, within five minutes of the end of your services.<br />Check your pager’s batteries regularly.<br />Turn your weekly schedule into the ELLP Mailbox for the following week prior to noon of the last work day of the current week.<br />Inform your coordinator of any deviation from your posted schedule.<br />Read and respond to e-mails at least three times daily.<br />Sign in and out of schools – NO EXCEPTIONS. Ensure office personnel know you are there and where you will be working.<br />Call the ELL office and your coordinator regarding absences. Provide your complete name and the reason code for the absence on the office message machine.<br />Written Forms/Reports<br />Turn in a CCF-174 for mileage within ten days of the end of each month. <br />Turn in a CCF-101 within 24-hours of return from an illness. <br />Vacation requests must be submitted a minimum of five days prior to the date requested.<br />Turn in the Monthly Log by the first Friday of the following month. If the first day of the month falls on a Friday, the report is due on the second Friday.<br />In addition to oral translation appointments, 25-30 written translations are expected to be completed each month. <br />Translators are required to return completed written translations to the ELL Office a minimum of once a week, and to back up saved/completed documents on the server at that time.<br />Dress and behave professionally.<br />Translators work an eight-hour day with one hour for lunch and two 15 minute breaks (nine hours total). <br />Translators must follow the work hours of their assigned school(s) unless they make other arrangements with their supervisor. <br />The work day begins at 7:30 a.m. or, if you have an appointment earlier than 7:30, at the start time of the appointment. Travel time to your first appointment of the day is not included in a start time prior to 7:30 a.m., just as travel time from your last appointment within your duty hours does not count as an extension of your day.<br />Personal business/telephone calls must be conducted during the translator’s duty-free time.<br />Translators are responsible for the safety and security of all equipment assigned to them. If there is a maintenance problem, equipment malfunction, or loss of assigned equipment, the translator must report it to his/her supervisor immediately.<br />Failure to adhere to any of these expectations may lead to progressive discipline.<br />I understand the above expectations and the consequences of failing to meet them.<br />Printed Name: _____________________________________________________ <br />Translator Signature: ___________________________________________________Date: ___________<br />Supervisor Signature: ___________________________________________________Date: ___________<br />ELL-F156, Rev. B12-December-08Page 1 of 1<br />Appendix F<br />What is the Child Find Project?<br />The Objective of the CHILD FIND PROJECT is to identify and evaluate students and develop the appropriate program for the child who: <br />Is not currently enrolled in a Clark County Public School;<br />Is suspected of having a disability or a developmental delay;<br />Is between the ages of 3 years and 21 years.<br />WHAT PROGRAMS/SERVICES ARE AVAILABLE?<br />These programs include regular classroom placement with cooperative/consultative support; special education resource rooms; specialized/self-contained special education classes; special education schools; itinerant speech/language services; itinerant occupational/physical therapy; adapted physical education and home-bound instruction.<br />WHAT IS THE REFERRAL/IDENTIFICATION PROCESS?<br />The Child Find Project is a service which has as its first priority fulfillment of the needs of the unserved child with disabilities. After Child Find is contacted and the referral is determined to be appropriate, appointments are scheduled for an evaluation. The multidisciplinary team may include a school psychologist, nurse, speech/language pathologist, audiologist, special education teacher and other clinicians as determined necessary. Once the evaluation is completed and all appropriate data is collected, eligibility for services is determined by the eligibility team. The Child Find Staff also works directly with the parent/guardian to access community agencies that can be of service to the child and family. <br />Understanding the interpreter’s role in a Child Find Setting:<br />There are three (3) Child Find locations: Griffith, Seigle, and Walnut. Each day an interpreter is assigned to each location. Interpreters assigned to Child Find are not supervised by Child Find personnel. They are there to facilitate the assessment and identification of second language students with special needs. Child Find interpreters are still responsible to ELLP and the Translation Services Coordinator. If an interpreter assigned to Child Find receives conflicting instructions from Child Find personnel, contact the Translation Services Coordinator immediately.<br />INTERPRETER TASKS<br />There are five (5) tasks in which Child Find interpreters take part:<br />Parent Intake (parents rights, explanation of the assessment, and consent for testing)<br />Direct assessment: Formal or informal (ex: Health, Physical, Occupational, Speech/Language, Behavior, Social)<br />Play Probes – Structured play<br />Parent Checklist Interview<br />MDT/IEP Meeting <br />GENERAL SUGGESTIONS FOR INTERPRETING AT CHILD FIND<br />I. Parent Introduction / Intake<br />Do not elaborate, even if parent does not understand. It is up to the examiner to decide whether further clarification is necessary. <br />The parents will be asked open questions (e.g., “How does your child communicate?”, “What does your child like to play with?”, “Is your child a picky eater?”). Translate the question exactly as stated. <br />The parents will be asked specific questions (e.g., “Does your child say ‘I want a cookie?’”, “Can your child count 1-5”, “Can your child name five (5) animals?”).<br />II. Initial Interaction with the child (lobby, hallway, first few minutes)<br />The examiner will initiate a simple interaction. Don’t speak to the child unless you are prompted to do so. <br />Don’t hug, tickle, or play with the child.<br />Do not engage in conversations with the parent(s). If the parent asks you a question, or tries to start a conversation, interpret the question for the Child Find examiner. <br />III. Remain Professional<br />You’re an intermediary.<br />Repeat only what the examiner says.<br />Imitate facial expressions, gestures, vocal tone.<br />Direct your language to the child.<br />We need to consider special circumstances when dealing with young children.<br />Be quick.<br />Be patient. <br />Wait/try to gain child’s attention before speaking to child.<br />Don’t react to the child’s response. <br />Use body language (get close to child/lean forward).<br />Present toy, picture or material to child, if prompted to do so. <br />Appendix G<br />Frequently Asked Questions (FAQs)<br />1. I know we have a sheet that has the documents that get a document number, but what about the forms, can you clarify what gets a number and what doesn’t? <br />Refer to the updated Document Categories and Weekly Data forms. Typically, forms do not have numbers assigned to them.<br />2. When/how do I count mileage? <br />You count all mileage, except for the first and last trip to and from your home. Mileage should be submitted once a month except if the mileage accrued during the month is less than ten dollars. In that case submit two months together.<br />3. Where can I direct the school to obtain the form for written translation/oral interpretation requests?<br />Using Interact, go to:<br />SSSD Exchange:Interact, then to<br />SSSD Departments/ Areas:Interact then to<br />ELLP – SD then to<br />To: ELLP Translation Mail<br />4. How long do I wait for parents to show up for a meeting? <br />15-20 minutes.<br />5. If they ask me to stay an additional 10 minutes, do I stay? <br />You may wait more time as long as it doesn’t interfere with your schedule and within a reasonable time frame. However, make sure your supervisor is aware of this.<br />6. How many written documents should I be producing in the first 3, 6 and 12 months? <br />The established standard for translation services is 25-30 documents (250-300 pages) per month. Your productivity is viewed throughout the year not just as individual months; therefore, during heavy periods of oral appointments it is recognized that written productivity will be less, and during the summer months when there are fewer to no oral appointments there is an opportunity to increase productivity. For new translators (3 months and 6 months) the expectations are the same. However, it is recognized that learning to translate the written documents is a process. What will be looked for is growth.<br />7. If a school asks me to take a document to the office for translation, should I take it? <br />You can take the document if you are going to the Translation Services office that same day, as a courtesy. However, it would be best to encourage the school to send the documents via school mail. <br />8. What do I do if I forget to take my weekly work log to a meeting? <br />Get a signature and attach it to your weekly log. You can do this by having them sign your planner, write the information on a sheet of paper and get a signature, etc.<br />9. Why are reports that I turn in a certain week/month not counted for that week/month? <br />Documents are received on a daily basis from translators. Sometimes the personnel who enter the completed documents in the database are not available to do so that same day. When that happens your documents will be recorded as completed on the date the person enters that into the database. This may cause your monthly/weekly reports to differ from what is in the database. <br />10. Can I turn in documents every two weeks? <br />No. You need to turn in whatever you have completed each week.<br />11. Can I turn in documents separately for the same student? <br />No. Documents that belong to the same student and came together in a packet should be turned in at the same time. <br />12. What should we do if we are assigned to a meeting and the parents speak English? <br />It depends on the facilitator/administrator, or the contact person at the school. If they feel you need to stay, you need to stay. The parent may not be as fluent as he/she thinks. Use your best judgment.<br />13. Should I interpret an appointment that I was not assigned to? <br />If your schedule permits, you need to call Translation Services to notify them of the request. The school must send a request via e-mail with the appointment information before the appointment begins. <br />14. If I don’t have any appointments at Child Find, do I still need to be at Child Find? <br />Yes. When you are at Child Find you are assigned there all day unless you are dismissed by the Coordinator in charge.<br />15. What do we do when we have oral appointments all day and we don’t have time to do written work? <br />The documentation on your work log should verify that you were at meetings all day.<br />16. Do we get paid overtime or comp time for any extra hours worked to meet the number of written documents that we are required to turn in? <br />No. You should not need to work overtime to meet the requirement.<br />17. What do you do if during the meeting someone from the school interrupts you and tries to interpret? <br />Always be courteous. If someone from the school insists on providing interpretation for themselves or others, interpret what they are saying, verbatim, in English for the other people at the meeting.<br />18. What do you do if someone from the school starts speaking Spanish during the meeting? <br />You start interpreting from Spanish to English for rest of the participants. All team members must be aware of what is being said by the other participants.<br />19. Do we interpret sidebar conversations that may or may not pertain to the meeting?<br />Absolutely, all team members need to be aware of everything that is being said by the other participants.<br /> <br />20. What does the EPS code mean? EPS stands for English Proficiency Status. <br />It is a two letter code. The first letter refers to the student’s English Proficiency when initially tested. The second letter refers to the student’s current English Proficiency. (See Appendix ?)<br />21. While interpreting, do we interpret every word, or do we interpret the whole idea of the context? <br />You do your best to interpret everything that is being said, in the terminology that is being used.<br />22. What do I do if a teacher asks you to call a parent to make or confirm an appointment? <br />Use your judgment. If it’s for the meeting that you are assigned to, it would be in your best interest to do so. However, if the teacher wishes you to call the parent for other than IEP/MDT related reason, excuse yourself politely.<br />23. How do you explain to the parent that you are not allowed to interpret for matters that are not related to the appointment? <br />Be courteous, but explain to them that your sole function is to interpret for the meeting.<br />24. What do you do if you can’t take your 15 minute breaks or lunchtime because of the oral appointments? <br />By contract, you are required to take these breaks. Adjust your schedule accordingly. If there appears that there may be a conflict, before the meeting starts, let the contact person know at what time you must leave so that he/she may pace the meeting appropriately.<br />25. When do we use an ELL interpreter/translator?<br />When the parents state that the language used in the home is any language other than English, an ELL interpreter/translator is needed. It is recommended that a minimum of 5 days be given to ELL to schedule an ELL interpreter. It is not appropriate to use site based staff to interpret MDT meetings and/or IEP meetings since the language is of a more specialized technical nature. ELL supports all languages, not just Spanish.<br />26. What if a school has an ELL interpreter present, but he/she doesn’t do any interpreting?<br />The interpreter will sign indicating participation on page 1 of the IEP. The status log will indicate that the service was made available, but not accessed.<br />27. What if parents decline the interpreter’s services? What do we do?<br />Document the parent’s decline in the Status Record (CCF-759). It is recommended to have an interpreter present to clarify any educational terminology that may be confusing.<br />28. If there is a phone IEP, does the interpreter sign the IEP? <br />Yes, because they provided interpreter services via telephone. <br />Appendix H<br />How To Effectively Use a Bilingual Interpreter<br />Translation Services Office is available to assist with providing parents with an understanding of proceedings that involve their student’s Individual Education Plan process. Translation Services is offering the following tips in an effort to provide parents and students with the best possible services:<br />Before the meeting starts, establish the interpreting technique that is most appropriate for the situation: Simultaneous, consecutive or a combination of both.<br />If there is information regarding the proceedings which could affect the interpreter’s ability to effectively provide service, make him/her aware of it prior to the start of the meeting. <br />If available, provide the interpreter with a draft of any documents to be discussed. This will allow the Interpreter to scan the information before the meeting and identify any unfamiliar terms.<br />Speak in first person and address comments to the parents, not the translator/interpreter.<br />Pause after expressing each complete thought and allow the Interpreter to translate. <br />Monitor interpreters’ body language. They will signal if they need you to pause.<br />Paraphrase document contents for the interpreter. The interpreter’s function is to relay information provided by team members, not to sight translate what has been written. <br />Maintain eye contact with the person being addressed.<br />Monitor the listener’s facial expressions and reactions for signs of confusion.<br />Pause when school bells, sirens, announcements or other distracting noises sound. <br />Avoid the use of slang, jargon, idiomatic and colloquial expressions. <br />Do not use jokes or other attempts at humor. They rarely translate well.<br />Have only one person speak at a time.<br />Do not engage in “sidebar” conversations unless you intend for them to be translated. <br />The translator/Interpreter can only perform functions related to the scheduled meeting.<br /> <br />Appendix I<br />Scheduled Translation Services Staff Meetings<br />Translation Services holds staff meetings/training sessions once a month, from 11:30-4:30. These meetings are mandatory. Do not schedule vacation on these dates. <br />August 22, 2008<br />September 12, 2008<br />October 17, 2008<br />November 14, 2008<br />December 12, 2008<br />January 16, 2009<br />February 20, 2009<br />March 20, 2009<br />April 17, 2009<br />May 22, 2009<br />