1. WORKING EFFECTIVELY WITH INTERPRETERS Presented in Collaboration with: Open Doors for Multicultural Families CENTER FOR CHANGE IN TRANSITION SERVICES

2. CLOSED CAPTIONING

3. CLOCK HOURS

4. ABOUT CENTER FOR CHANGE IN TRANSITION SERVICES

5. OPEN DOORS FOR MULTICULTURAL FAMILIES WHO WE SERVE Culturally & Linguistically Diverse families who have loved ones with developmental/intellectual disabilities & special health care needs MISSION Equal access to culturally and linguistically appropriate information, resources & services

6. WEBINAR SERIES TOPICS

7. SPEAKERS Joana Ramos MSW, CoreCHI™ Co-chair Washington State Coalition for Language Access Evelyn Guerra Interpreter Service Coordinator at Seattle Cancer Center Alliance DSHS Certified Medical Interpreter Ginger Kwan Executive Director Open Doors for Multicultural Families

8. FAMILY ENGAGEMENT KEY TO SUCCESSFUL POST-SECONDARY OUTCOMES FOR CULTURALLY & LINGUISTICALLY DIVERSE STUDENTS

9. LEARNING OBJECTIVES 1.Identify professionals’ responsibilities that fall under language access laws 2.Be able to list the reasons qualified interpreters are essential for CLD family engagement and student success 3.Be able to name at least 3 ways to work more effectively with interpreters

10. PLEASE GET A PIECE OF PAPER IMPLICATIONS FOR PRACTICE 1.Take notes on implications for your own practice as we go through the webinar. 2.Please share your thoughts or questions using the chat box.

11. Federal Law & Policy Title VI of the Civil Rights Act of 1964 Executive Order 13166 (2000) Equal Educational Opportunities Act of 1974 Lau v. Nichols SCOTUS Sec. 504 of the Rehabilitation Act Source: Joana Ramos, Language Access Basics, Presentation at WASCLA Summit X." State Law & Policy RCW 49.60.030 (1995) WA Law Against Discrimination Reyes Consent Decree (1991) WAC 388-271- 0010 OSPI Guidelines LANGUAGE ACCESS LAWS & POLICIES

12. Government agencies & recipients of federal funding Examples: Law enforcement, Courts, State and local government agencies, School districts, Correctional facilities Source: Joana Ramos, Language Access Basics, Presentation at WASCLA Summit X. LEP.gov WHO IS COVERED UNDER FEDERAL LAW?

13. Number of beneficiariesFrequency of contacts Nature & importance of services Resources & Costs 4 Factor Analysis Source: http://www.lep.gov/resources/LEP_Corrections_Planning_Tool.htmhttp://www.lep.gov/resources/LEP_Corrections_Planning_Tool.htm

14. WHAT IS LIMITED ENGLISH PROFICIENCY? Title VI of the Civil Rights Act of 1964 WAC 388-271-0010 Office of Superintendent for Public Instruction (2012) Individuals must be able to do following to be considered “fluent” in English ReadWriteSpeakListen

15. TranslatorInterpreter INTERPRETER VS. TRANSLATOR Conveys the meaning of a message from one written language to another Conveys the meaning of a message from one spoken or signed language to another

16. SERVICE PROVIDER RESPONSIBILITIES Title VI of the Civil Rights Act of 1964 WAC 388-271-0010 Office of Superintendent for Public Instruction (2012) What provide meaningful access to vital communications at no cost to LEP person(s) Why because all youth, parents, guardians must be able to make well-informed decisions Who qualified bilingual personnel and interpreters Where at all points of service

17. WHO ARE CONSIDERED PROFESSIONAL INTERPRETERS? DSHS offers certification for medical and social services interpreters and translators. National certifications exist for medical interpreters. Problem: Currently NO certification exists for education interpreters! CERTIFIED INTERPRETERS DSHS offers this credential for speakers of other languages; similar tests of skills and proficiency in English and target language. AUTHORIZED INTERPRETERS Source: Department of Social & Health Services, Language Testing and Certification Program https://www.dshs.wa.gov/fsa/language-testing-and-certification-programhttps://www.dshs.wa.gov/fsa/language-testing-and-certification-program

18. Source: Department of Social & Health Services, Language Testing and Certification Program https://www.dshs.wa.gov/fsa/language-testing-and-certification-programhttps://www.dshs.wa.gov/fsa/language-testing-and-certification-program LANGUAGES CERTIFIED BY WASHINGTON STATE DSHS Cambodian Cantonese / Mandarin LaotianSpanishKoreanRussianVietnamese

19. INTERPRETERS’ STANDARDS OF PRACTICE DO’S  Accuracy and completeness  Confidentiality  Professional demeanor  Report obstacles to practice  Professional development DONT’S  Omit, edit, opine, or counsel  Discrimination  Conflicts of interest  Self-marketing Resources: DSHS (2015 Rev.) Language interpreter and translator code of professional conduct NCIHC (2005) National Standards of Practice for Interpreters in Health Care

20. CAN YOU IDENTIFY CONCERNS FROM THIS DATA? Source: Office of Education Ombuds (2015) ) Providing Language Access Services for Limited English Proficient Parents in Washington SchoolsOffice of Education Ombuds (2015) ) Providing Language Access Services for Limited English Proficient Parents in Washington Schools # of Responses from School Districts Type of interpretation service provider

21. “One [of my children] [who has an IEP] was suspended for 60 days without a paper explanation. Every time I request an interpreter I am told no one is available. My [child] has to interpret for these meetings. I don’t know how to get my son back into school.” – Somali speaking parent “Using a child to interpret the issue for the parents will create more problems. They only say things that benefit themselves and even lie or change words to avoid fault to them. Children undermine the parent’s authority by making the situation seem smaller than it is.” – Vietnamese speaking parent “The interpreter keeps pushing us to sign the IEP but the IEP was never explained and no one ever explained my child’s disability to us. We keep signing the IEP year after year.” – Somali speaking parent “A teacher told a child something that was considered culturally inappropriate and the mother went back to talk to the teacher and principal. The principal refused to provide an interpreter.” –Amharic speaking parent “An interpreter said ‘I am here interpreting for a boy who is retarded.’” – Spanish speaking parent FAMILY EXPERIENCES Source: Office of Education Ombuds (2015) ) Providing Language Access Services for Limited English Proficient Parents in Washington SchoolsOffice of Education Ombuds (2015) ) Providing Language Access Services for Limited English Proficient Parents in Washington Schools

22. NEVER USE CHILD, RELATIVES, OR UNTRAINED STAFF Confidentiality Informed decision/consents Inaccuracy Objectivity Omit/edit information Burden on child Changes in parent-child dynamics Resource: OSPI (2012) Prohibiting Discrimination in WA Public Schools

23. IMPORTANT ISSUES TO CONSIDER FOR CULTURAL SENSITIVITY Same language ≠ nationality, Same nationality ≠ same dialects Confidentiality in close-knit communities where everyone knows one another Cultural factors such as age or gender Cultural perspective on disability Political perspectives

24. Individual meetings Group meetings Over the phone IN YOUR JOB, WHEN MIGHT YOU USE AN INTERPRETER?

25. SOMETHING TO CONSIDER TO IMPROVE FAMILY ENGAGEMENT  Use an interpreter to call a parent/client for scheduling and confirming meeting dates/times.

26. PLAN AHEAD!!!! WHEN USING INTERPRETERS PLAN ENOUGH TIME!!!!!!!!!

27. CONSIDER SEATING ARRANGEMENT  Address parent directly  Maintain eye contact with a parent  Avoid side conversations with interpreter

28. CONSIDER INTERPRETATION STYLE Consecutive Simultaneous

29. PRE-MEETING: INFORM THE INTERPRETER the subject matter to be presented/discussed the purpose of the meeting/communication situation the participants involved (is it individual or group meeting?) anticipated challenges (e.g. conflicts, dispute resolution) special vocabulary needed for the communication (including acronyms!) Share information on:

30. PRE-MEETING: MEET INTERPRETER IN ADVANCE Pre-session with client & interpreter  Names & their role at the beginning of the meeting!  How to communicate if clarification is needed  How to communicate if conversation needs to stop or slow down

31. DURING THE MEETING: HOW TO HELP THE INTERPRETER  Speak in short sentences and pause to let the interpreter finish /family to process  Stop and ask if everyone understands; if anyone has questions  Rephrase if you suspect misunderstanding

32. DURING THE MEETING: WHAT TO AVOID  Side conversations!  Jargon/acronyms  Double negatives, passive voice or ambiguous language  Idioms / metaphors  Jokes—they usually don’t translate well!

33. ASK FOR FEEDBACK FROM INTERPRETER & FAMILIES

34. INTERPRETER RESOURCES OSPI Interpretation and Translation Services for School Districts http://www.k12.wa.us/Equity/Interpretation.aspx http://www.k12.wa.us/Equity/Interpretation.aspx Directories  WASCLA Interpreter and Translator Directory http://www.wascla.org/directory/ http://www.wascla.org/directory/  Northwest Translators and Interpreters Society member directory: http://www.notisnet.org/finding-an-interpreter/ http://www.notisnet.org/finding-an-interpreter/  DSHS Directory * https://fortress.wa.gov/lni/ils https://fortress.wa.gov/lni/ils

35. RESOURCES Washington State Coalition for Language Access Email: wascla.lep@gmail.com Web: http://www.wascla.org/wascla.lep@gmail.comhttp://www.wascla.org/ Limited English Proficiency Federal Interagency Website http://www.lep.gov/ http://www.lep.gov/ Office of Education Ombuds  OEO Feasibility Study for Foreign Language Educational Interpreter Training and Certification http://oeo.wa.gov/wp-content/uploads/Language-Access-Report-Binder-January-20-2015.pdf OSPI Equity and Civil Rights Office Phone: (360) 725-6162 TTY: (360) 664-3631 E-mail: equity@k12.wa.usequity@k12.wa.us  Fact Sheets for Limited English Proficient (LEP) Parents and Guardians & teachers https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf  OSPI Special Education related forms (including Translated forms http://www.k12.wa.us/SpecialEd/Data/ModelStateForms.aspx http://www.k12.wa.us/SpecialEd/Data/ModelStateForms.aspx  OSPI glossary of Education Terms (Spanish, Somali, Vietnamese) http://www-test.ospi.k12.wa.us/CISL/FamilyEngagement/Communicating/ Glossaries.aspx http://www-test.ospi.k12.wa.us/CISL/FamilyEngagement/Communicating/ Glossaries.aspx

36. REFERENCES  Limited English Proficiency Federal Interagency Website http://www.lep.gov/ http://www.lep.gov/  Office of Education Ombudsman (2015) Providing Language Access Services for Limited English Proficient Parents in Washington Schools http://oeo.wa.gov/wp-content/uploads/Language-Access-Report- Binder-January-20-2015.pdf http://oeo.wa.gov/wp-content/uploads/Language-Access-Report- Binder-January-20-2015.pdf  OSPI (2012) Prohibiting Discrimination in WA Public Schools http://www.k12.wa.us/Equity/pubdocs/ProhibitingDiscriminationInPub licSchools.pdf http://www.k12.wa.us/Equity/pubdocs/ProhibitingDiscriminationInPub licSchools.pdf

37. CONTACTS CENTER FOR CHANGE IN TRANSITION SERVICES http://www.seattleu.edu/ccts/ 1-206-296-6494 ccts@seattleu.edu ccts@seattleu.edu Open Doors for Multicultural Families www.multiculturalfamilies.org 253-216-4479 info@multiculturalfamilies.org

38. Q&A Thank you for participating!

39. DISCLAIMER This webinar series are developed under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), #H235F140013. The contents of this website do not necessarily represent the policy or reflect the views of the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). No official endorsement by the Federal Government should be inferred.