What You Need to Know to Translate for Houston ISD and Special EducationPresenters:Isabel Marshall, Bilingual Evaluation SpecialistSamora Davis, Bilingual Evaluation SpecialistJoseph Evans, Special Education ChairpersonMaricela Hinojosa, Special Education Chairperson/Teacher

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Course AgendaTopic Focus Questions

Welcome & Introductions  

Agenda & Outcomes Why is this training necessary? What will we learn?

Family Educational Rights and Privacy Act (FERPA) Why is FERPA so important?

What is Special Education? How do special education processes apply to adult students, parents, and translators?

Translating for Evaluations What is an evaluation? What are some specific or key terms for translating evaluations?

The Role of the Translator in the ARD/IEP Process

What are the practices in the Houston ISD that ensure parents and adult students can understand and participate in an ARD/IEP meeting process? What are the best practices for translators in an ARD/IEP meeting?

Translating for ARD/IEP meetingsWhat is an ARD/IEP meeting? How is it different from other meetings with parents? What are some specific key terms for translating ARD/IEP meetings?

Resources What are the resources used for this course?

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During this course, you will learn:

• Privacy rights of all students

• Best practices for translating

• Basics of how to successfully translate at Special Education, ARD/IEP, and related meetings

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Course Objectives

Knowing the Special

Education process

Translating for

evaluations

Translating at ARD/IEP meetings

Understanding FERPA

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Why Are Translators Needed?• Houston ISD has over

100 languages spoken.

• You are needed so that we can communicate effectively with parents and students in their native language.

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Translation Opportunities• Community meetings• School functions• Informal parent-

teacher meetings• Phone conferences• Testing sessions• Formal ARD/IEP

meetings

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Pre-TestWhat do you already know about translating for special education and other meetings?

Family EducationalRights and Privacy Act

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What is FERPA?• http://

www.youtube.com/watch?v=nhlDkS8hvMU

FERPA• FERPA applies to all schools that

receive federal funding and gives rights to parents and eligible adult students who are 18 years or older. Parents and adult students have the right to inspect and review educational records maintained by the school.

• Teachers, Houston ISD police officers, or the school principal also have the right to inspect and review educational records.

How Does FERPA Apply to You?• Student records must not be shared with people or

organizations outside of your professional responsibility to the school district.

• ARD/IEP and student evaluation information must not be shared with anyone outside of your professional responsibility to the school district.– For example, a teacher who has never taught the student

or is currently not the teacher of record for this student must not receive information about the student’s disability, evaluation, or IEP.

Check for UnderstandingWhich federal law protects the privacy of student educational records?

A. IDEA 2014B. FAPEC. FERPAD. ARD/IEP

Check for UnderstandingYou are requested to translate a telephone conversation between the school and the parent of a 5th grader receiving special education. You served as the translator for this student’s ARD/IEP meeting several weeks ago. There was a disagreement between parent and teacher. You run into one of your friends at the grocery store who asks about your work week. What are you allowed to tell your friend?

A. The name of the student and parent, and provide specific details of your various meetings.B. The specific details of phone conversations and provide the name of parents, but not students.C. Generalities related to your line of work, but never specific information such as the name of the school, or parent and

student for whom you provided translation services.

Check for UnderstandingWhich of the following would be able to access a student’s educational records?• A. School principal• B. Current math teacher• C. Houston ISD police• D. All of the above

What is Special Education?

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Special Education AcronymsHow many do you know?

IEP

PALS BSP

LEPLPAC

ARD LSSP

OCR SLP OSES

PSI

SLL

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Parent Information

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Who Receives Special Education?

Special education services are provided to meet the needs of students with mental, physical, emotional, behavioral and other disabilities.

WHO?

Individuals with Disabilities Education Act (IDEA), guarantees a free appropriate public education (FAPE) to students with disabilities and requires the IEP to include time and under which circumstances these students will participate with their non-disabled peers. IDEA

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What is Different About Special Education?

Special Education

Tailoredinstruction

Enhances academic achievement

Parents/Teachers work together

Student strengths

Student learns in his/her own way

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Why is Special Education Needed?• The Individuals

with Disabilities Education Act of 2004 (IDEA) is the federal law that guides the special education process.

Why is the student

struggling?

Are Special Education Services needed?

Is there a disability

?

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When families and schools work together improvement can be seen in:

Student’s positive attitude toward school

Improved social

skills and behavior

Increased likelihood

that student will take

more challengi

ng classes

and pass them

IDEA (Individuals with Disabilities Education Act)

•Strongly supports family involvement in the overall education of students with disabilities

-•Parents should be provided with meaningful opportunities to participate in their child’s educational experience both at home and school

-•Having quality translators for families who speak languages other than English ensures active parental participation at each step of the educational process

Summary of Parental Rights Under IDEA

Parents have the right to participate in meetings related to the evaluation, identification, and decisions regarding their child’s education.

Parents have the right to participate in meetings related to a free appropriate public education (FAPE) for their child.

Parents are entitled to be members of any group that decides whether their child is a “child with a disability” and can receive special education and related services.

Parents are entitled to be members of the team that develops, reviews, and revises the child’s individualized education program (IEP). If the parent can attend the Admission, Review, Dismissal (ARD)/IEP meeting, the school must use other methods to ensure their participation, including individual or conference calls. The meeting should also be audio recorded if the parent speaks a language other than English, even if the parent is not in attendance.

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What is an IEP?• IEP stands for Individualized Education

Program. This legally binding written document spells out exactly what special education services a student will receive and why.

• The annual IEP has nine required elements. • The individualized part of the IEP means that

the plan is tailored specifically to the student’s individual special needs.

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What Are Related Services?

Occupational TherapyPhysical Therapy

Orientation and MobilityCounseling

School Nurse ServicesTransportation

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Who Attends the ARD/IEP Meeting?

General and

Special EducationTeachers

Administrator

Evaluation Staff

Related Services

Professionals

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How Does This Apply to You?• Without quality

translators for families that speak languages others than English, parent participation is diminished. Quality translation is needed at every step of the ARD/IEP process.

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Do I translate Even When the Parent is Not Present?• An audio recording of the ARD/IEP

meeting (translated) shall contain all required elements of the IEP discussed during the meeting, even when a parent who speaks a language other than English is not present.

• The parent can listen to the audio recording of what was discussed and what decisions were made.

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Check for UnderstandingWhich law provides guidance for schools and parents about special education and related services?

A. FAPEB. ARD/IEPC. FERPAD. IDEA

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Check for UnderstandingYou have been requested to translate an ARD/IEP meeting. When you arrive at the school, the school tells you that the parent will not be attending the meeting. What action should you take with the school in response to the parent’s absence?

A. Leave the school and thank them for their time.B. Stay, because ARD/IEP meetings must be translated

and audio recorded when the parent speaks a language other than English; even if the parent is not present.

C. Ask the school if you can assist them with translating another meeting.

Translating for Evaluations

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What is an Evaluation?

Is there a disability?

Are special education

services needed?

Was informed written parental

consent obtained?

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How Does This Apply to You?

The student will need to be evaluated in their native

language and you may be asked to help the team of professionals with translating the tests used in

the evaluation.

You may also need to assist the team of professionals explain the results to the appropriate school

staff and parents.

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Levels of Translation for Evaluations

• Trained bilingual evaluation professionals fluent in the student’s native language using evaluation measures in the student’s two languages.

Level 1

• Bilingual evaluation professional(s) fluent in the student’s native language, but using modified evaluation materials, translated tests, or tests with norming populations that are not representative of the student’s background.

Level 2

• English-speaking evaluation professional(s) assisted by a trained bilingual ancillary examiner using standardized evaluation measures.

Level 3

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Levels of Translation for Evaluations

Translators typically assist in Level 4 evaluations. In these cases, the district does not employ an evaluator who speaks the student’s native language and may not have testing materials in the student’s language. Level 4 evaluations can take place with the student or the student’s parents.

• During Level 4 evaluations meet with the evaluator before the testing session. Review testing protocols and other materials that will be used during the testing session.

• During the testing session, do not give positive or negative feedback based on the student’s responses. Defer to the evaluator on timing requirements and when to discontinue rules of the tests.

 • Following the testing, the evaluator may ask you to clarify responses to assist in scoring the tests. It is

critically important to understand your knowledge of the student’s assessment process and that the information you gain during this process is protected under FERPA and must not be shared outside of your professional responsibility with the school district.

Level 4

English-speaking evaluation professional(s) assisted by a trained translator and using modified evaluation materials, translated tests, or tests with norming populations not representative of the student’s background, etc.

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Levels of Translation for Evaluations• Evaluation professional(s) using only nonverbal or

performance intelligence evaluation materials for languages other than English or Spanish.

Level 5

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Check for UnderstandingYou have been asked to translate a testing session for a student being considered for special education services. After translating one of the test questions, the student asked you to explain how to answer the question. What is the most appropriate way to respond to the student?A. Give the student a strategy to answer the question correctly.B. Defer to the evaluator for instructions on how to respond.C. Repeat the question and wait for the student to respond.

Sections of a Sample Evaluation Demographics Reason for

Referral

SociologicalCommunicative

Health/Physical Emotional/Behavioral

Achievement/Developmental

Cognitive/Adaptive Behavior

Conclusions Final Determination

Translating atARD/IEPMeetings

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What We Do In Houston ISD

To ensure adults students and parents fully understand ARD/IEP proceedings and are able to participate: • the translator must be trained as a Spanish

language translator for Spanish ARD/IEP meetings. • the school must request a translator through the

Translator Request form at least one week in advance to obtain a translator for ARD/IEP meetings in which the language is other than Spanish.

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What We Do In Houston ISD

To ensure adults students and parents fully understand ARD/IEP proceedings and are able to participate: • the Office of Special Education Services

provides annual training, and retraining every three years, for school ARD/IEP meeting translators.

• online and in-person training are also provided through e-Train for contract translators.

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How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings• If the parent’s/adult student's native language is Spanish,

the district will provide an audio copy of the translated IEP meeting in Spanish, during which each section and each required element of the IEP is discussed, even if there are no changes to the sections – The audio copy of the meeting shall contain all required elements of

the IEP discussed during the meeting.

• If the parent’s/adult student's native language is a language other than Spanish, the district will make a good faith effort to provide the parent/adult student with an audio copy of the translated IEP meeting in their native language.

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How We Ensure Parents Can Understand and Participate in ARD/IEP MeetingsFollow a set agenda

Establish Group Norms

Start and end on time

Assume goodwill

Respect all ideas and opinions

Honor confidentiality

Focus on the student

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How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings

School: Anywhere ElementaryStudent: Mary Marshall Date: 3/1/15 Time: 8:30 a.m. – 11:30 a.m. Location: Room 100

Welcome, Introductions, Purpose, Establish Group Norms, and Review of Agenda: 8:30-8:35

Review of Full and Individual Evaluation (FIE) 8:35-9:05

Review of related service evaluations: 9:05-9:20

Review of Present Levels of Academic Performance and Functional Performance: 9:20-9:35

Review of Goals and Objectives including BSP and ESY: 9:35-10:05

Review of Schedule of Services: 10:05-10:15

Review of State Assessment: 10:15-10:35

Review of Transition: 10:35-10:55

Review of Autism Supplement: 10:55-11:15

Review of Deliberations: 11:15-11:25

Next Steps: 11:25-11:30

Sample Meeting Agenda

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How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings• All Prior Written Notices must be given to

parents/adult student in their native language, unless it is clearly not feasible to do so. – If it is not feasible, the district will make a good

faith effort to provide an oral translation to the parent/adult student.

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How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings• The audio equipment must be checked prior

to the meeting.– placed next to the translator in order to obtain an

audible recording.

• The recording must be checked at the conclusion of the meeting to ensure that it is audible. – If it is not audible, a written translated copy of the IEP

shall be provided to the parent/adult student, and – Digital recording is encouraged.

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How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings• A translated summary of the meeting does not meet

the requirement of the regulation. – It is best practice to follow a set agenda– include all the required elements of the IEP

• If each section of the IEP is not discussed and translated during the ARD/IEP meeting, the school shall provide a written translation of the IEP

• A copy of the audio recording or the written translation must be maintained by the school for every ARD/IEP meeting.

Sample ARD/IEP Document and Mock ARD/IEP Meeting

Introductions Purpose

Information

Reviewed &

Considered

Eligibility

Develop IEPPLAAFPGoals &

Objectives

Supplementary Aids & Services

Transition Planning Behavior

Physical Competen

cy

Assistive Technology

Communication Needs

Individual Family Service

Plan

Autism BSP ELL Services

Deaf or Hard of Hearing

Blind or Visually Impaired

Schedule of Services

Student Assessmen

t

Educational

Alternatives

LRE Assurances

Placement Determina

tion

Deliberations

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Best Practices for Translators Video – Part 1• http://

www.youtube.com/watch?v=3wg-qZjMhU4

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Check for Understanding• Correct or Incorrect You are seated to the side and slightly behind the speaker.

• Correct or Incorrect You use first person to translate the speaker’s statement.

• Correct or Incorrect Side conversations should never be translated.

• Correct or Incorrect Adding, omitting, or substituting information during translation should be avoided.

• Correct or Incorrect After the speaker completes his or her statement, you say, “He says that …”.

• Correct or Incorrect Side conversations should be rare and never exclude anyone.

• Correct or Incorrect It is acceptable to change the intent of the speaker’s message.

• Correct or Incorrect You are seated next to the speaker.

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Best Practices for Translators Video – Part 2• http://www.youtube.com/watch?v=9e_nIDJ

V-Lk

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Check for Understanding Why is clarifying important to you as the translator?

a. Creates less disruptionb. Provides a better flowc. Prevents exclusiond. All of the above

True or False: Summarizing information is an appropriate technique when managing the translation session.

True or False: Using the tone, style, and register of the speaker prevents confusion, instills confidence, and ensures accurate messages.

Bringing Closure to: What You Need to Know to Translate for Houston ISD and Special Education

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Post-Test

What do you know about special education now?

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Questions?

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References• A Guide to the Admission, Review and Dismissal Process. (March 2012). Division of Special Education Texas Education Agency.• Cuyás, A. (1972). Apleton’s New Cuyás Dictionary English-Spanish and Spanish-English.• Dictionary: The National Hispanic University San Jose, CA.• Diccionario Práctico de la Lengua Española (1998). Editorial Esparza, Madrid, España.• English: Practice-Hal Englewood, N.J.• Federal Register. Retrieved from:

http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/pdf/05-11804.pdf#search='federal%20registerspecial%20education'.

• Figueroa R., Ruiz N., & Diaz-Guerrero R. (1982). The Bilingual Special Education • García-Pelayo y Gross, Ramón. Pequeño Larousse Ilustrado (1985). Ediciones Larousse. México, D.F.• Google Translate. Retrieved from: https://translate.google.com.• Houston ISD. Retrieved from: http://www.houstonisd.org.• Notice of Procedural Safeguards. (March 2013). Division of Special Education Texas Education Agency.• Region 4 Education Service Center. Retrieved from: www.esc4.net. • Spanish-English Dictionary. (1998). Merriam-Webster, Inc. Springfield, MA.• Sinónimos y Antónimos (1991). Ediciones Larousse, México, D.F.• The ARC of Texas. Retrieved from: www.thearcoftexas.org.• Texas Education Agency. Retrieved from: www.tea.state.tx.us.• Texas Project First. Retrieved from: www.texasprojectfirst.org.• School Guidelines Complete from http://www.houstonisd.org/Page/33269

Thank youUpdated: 2014-2015 Presenters:Isabel Marshall, Bilingual Evaluation SpecialistSamora Davis, Bilingual Evaluation SpecialistJoseph Evans, Special Education ChairpersonMaricela Hinojosa, Special Education Chairperson/Teacher