Docstoc

ELL_M152_Rev_B_Bilingual_Interpreter_Translator_Handbook

Document Sample
ELL_M152_Rev_B_Bilingual_Interpreter_Translator_Handbook Powered By Docstoc
					STUDENT SUPPORT SERVICES DIVISION




English Language
Learner Program

         Bilingual
   Interpreter/Translator
         Handbook
                            Clark County School District

       Bilingual Translator/Interpreter Handbook

                                       Program Administrators:

                    Charlene Greene, Deputy Superintendent, Student Support Services
                   Dr. Norberta Anderson, Director, English Language Learner Program
                       Bruce Clemmer, Director, English Language Learner Program
                          P. Gail Welch, Coordinator, ELLP Translation Services


                                                Editors:

                         P. Gail Welch, Coordinator, ELLP Translation Services
                                   pgw738@interact.ccsd.net

                        Mauricio Arboleda, Bilingual Translator/Interpreter
                                  marboleda@interact.ccsd.net

                         Liliana Carranco, Bilingual Translator/Interpreter
                                   lacarranco@interact.ccsd.net

                           Ramona Roa, Bilingual Translator/Interpreter
                                    rroa@interact.ccsd.net

                        Mariza Valenzuela, Bilingual Translator/Interpreter
                                   mmf419@interact.ccsd.net

                         Jorge Velazquez, Bilingual Translator/Interpreter
                                  javelazquez@interact.ccsd.net




ELL-M152, Rev. B                                26-May-2009                            ii
                               Clark County School District
                                    Mission Statement
                                 To create an environment
                   where students, parents, educators, and the community
                                    foster achievement.




                         English Language Learner Program
                                 Mission Statement
               The English Language Learner Program is an advocate
                     for English Language Learner student rights
     by providing leadership, services, and strengthening the capacity of schools,
               families, and communities to enhance student success.




                             ELLP Translation Services
                                 Mission Statement
  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.




ELL-M152, Rev. B                         26-May-2009                                 iii
                                                      Table of Contents


Introduction ..............................................................................................................................1
Definitions .................................................................................................................................2
Translation Services Orientations ..........................................................................................3
          ELLP Orientation ........................................................................................................3
          Translation Services Coordinator Orientation .........................................................3
                 o Telework Agreement .......................................................................................3
                 o Translator Expectations ..................................................................................3
          Technical Orientation ..................................................................................................3
          First Weeks of Training...............................................................................................4
Technical Support ....................................................................................................................5
          Equipment Problems ...................................................................................................5
          Backing up Your Work ...............................................................................................5
          Organizing Your Files .................................................................................................6
Assignments ..............................................................................................................................7
          General ..........................................................................................................................7
          Cancellations ................................................................................................................7
          Parent No-shows...........................................................................................................7
          Special Assignments .....................................................................................................7
                 o Rural Schools....................................................................................................7
                 o Child Find .........................................................................................................8
                 o Clinics ................................................................................................................8
                 o Parent/Community Meetings ........................................................................10
          Special Projects ..........................................................................................................10
          Mentoring ...................................................................................................................11
Accountability and Documentation ......................................................................................13
          Work Log ....................................................................................................................13
          Weekly Data Report ..................................................................................................13
          Monthly Data Report .................................................................................................14
ELL-M152, Rev. B                                                  26-May-2009                                                                    iv
        Weekly Schedule ........................................................................................................14
        Evaluation ...................................................................................................................14


Appendices


Appendix A: Organizational Flow Chart ...........................................................................15
Appendix B: Telework Self-Assessment .............................................................................16
Appendix C: Telework Agreement......................................................................................18
Appendix D: Telework Information Record ......................................................................21
Appendix E: CCSD ELLP Translator Expectations, ELL-F156 .....................................24
Appendix F: What is the Child Find Project?....................................................................25
Appendix G: Frequently Asked Questions .........................................................................27
Appendix H: How to Effectively Use a Bilingual Interpreter, ELL-PUB151 .................30
Appendix I: Scheduled Translations Staff Meetings ........................................................31




ELL-M152, Rev. B                                               26-May-2009                                                                  v
                                           Introduction


The purpose of the Translator‟s Handbook is to provide information regarding the training,
performance and evaluation of ELLP Bilingual Translator/ Interpreters.

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.

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.

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.




ELL-M152, Rev. B                             26-May-2009                                           1
                                           Definitions

―Consecutive Interpretation‖ – A style of interpretation in which the interpreter waits until the
speaker pauses before initiating interpretation.

―Contact Person‖ – the individual at a school site who requests translation or interpretation
services

―IEP‖ – Individualized Education Plan

―Interpretation‖ – the oral rendering of conversation or reporting from one language to another

―MDT‖ – Multidisciplinary Team. May also refer to the report produced by the team.

―Sight Translation‖ – an instantaneous translation of a document without prior viewing or
preparation

―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.

―Translation‖ – the written conversion of a document from one language to another

―Translation Services Coordinator‖ – the school district administrator who is directly
responsible for Translation Services




ELL-M152, Rev. B                            26-May-2009                                             2
                              Translation Services Orientations

ELLP Orientation:
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.

Translation Services Coordinator’s Orientation:
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.

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:
     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.
     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.
     Telework Information worksheet – Basic information regarding telework expectations.

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:
      hours;
      communication with your supervisor;
      sign-in/-out procedures;
      absence/vacation policy;
      written translation expectations;
      equipment security;
      personal business; and
      documentation.

Technical Orientation:
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.
ELL-M152, Rev. B                            26-May-2009                                             3
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.

First Weeks of Training:
    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.
    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.
    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.
    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.
    Ask a lot of questions and take a lot of notes.
    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.
    Become familiar with the special and general education terminology that Translator/
       Interpreters use on a day-to-day basis.
    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.
    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.




ELL-M152, Rev. B                            26-May-2009                                            4
                                      Technical Support

Equipment Problems:
If you encounter any problems with your laptop, printer or accessories:
     Immediately contact MIS/DP Technology Specialist at the ELLP Office to notify her
        about the problem.
     The MIS/DP Technology Specialist can remote access your laptop, wherever you are
        connected to the server.
     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.
     If your laptop must be turned in for service, a loaner will be issued.

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.

Backing up Your Work:
1. 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.*
2. At the Novell login, uncheck the box for “work station only,” login to Novell and click
    “OK”.
3. When the Windows workstation opens, click “OK”.
4. Your desktop appears with a window that includes welcome and mission statements. Close
    this window.
5. Connect to the ELLP server. There are two ways to access the ELLP server:
     Go to “My Computer”, and then select the U: drive [ex. Arbolm on „738-
        nws01\Data\Users\Staff (U:)] or
     If your network folder is on your desktop, open the folder to access the U: drive.
6. Open the “My Documents” folder.
7. 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.
8. A window will open and select “yes to all”.
9. Wait until your files have been saved and copied. Once the files have been copied, close
    your windows.
10. After logging out, remember to disconnect the network cord first and then your power cord.
11. When you have completed your back up and are ready to leave, ensure you have collected all
    of your power cords, network cords, etc.
12. You must back up your documents at least once a week to the ELLP server from any CCSD
    location where you have network access.
13. Never delete documents from your file since they are property of CCSD.
14. For safety, always save your files on your flash drive as well as on your laptop.

NOTE: Always use your power cord when you are connected to the server.


ELL-M152, Rev. B                            26-May-2009                                            5
Organizing Your Files:
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:
     School Name
     Student Name
     Disability
     Region
     Examiner‟s name
     Document Category (MDT, IEP, OT, PT, S/L, etc.)




ELL-M152, Rev. B                         26-May-2009                                          6
                                          Assignments

General:
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.

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.

Cancellations:
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.

Parent No-shows:
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.

Special Assignments:
    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:
           o 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.
           o 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.
ELL-M152, Rev. B                            26-May-2009                                           7
             o 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.
             o 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.
             o Check the vehicle for emergency roadside information.
             o When you return, if the gas tank is half empty, fill it before returning the vehicle.
             o 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.
             o 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.
             o Make sure you have a cell phone and water in case of an emergency.
        Child Find
             o 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.
             o Child Find has a Translator/Interpreter assigned at each of the above three
                 locations, daily.
             o Child Find assignments will be rotated every six months to ensure all
                 Translator/Interpreters are familiar with the assessments.
             o 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.
             o If a Translator/ Interpreter is not provided time for the morning break, that time
                 may be added to the lunch break.
             o 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.
             o No Translator/Interpreter is to remain at a Child Find location once the assigned
                 staff has left.
             o 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.
        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

ELL-M152, Rev. B                              26-May-2009                                            8
         regarding the student‟s medical and developmental history. The following will provide
         you with some helpful information and tips regarding these appointments.
             o 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.
             o 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.
             o 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.
             o 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.
             o 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.
             o 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.
             o 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.
             o 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.
             o Once you have completed your appointment, please remember to have the contact
                person sign your work log.

Neurology Clinic Location Information
Location: Neurology Specialists
2020 E. Desert Inn (Desert Inn/Eastern)
Las Vegas, NV 89109
Phone: (702) 796-5505
Physicians: Dr. Johns/Dr. Halthore

Genetic Clinic Location Information
Location: Genetic Clinic
522 E. Twain Avenue (Between Swenson/Paradise – in the Lily Claire Foundation Bldg)
Las Vegas, NV 89169
Phone: (702) 862-8141
Physician: Dr. Morris


ELL-M152, Rev. B                              26-May-2009                                           9
        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.
            o 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.
            o The meetings may take place at a school, public building, community center or
                other location.
            o 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.
            o 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.
            o Make arrangements with the ELLP office to pick up and return the equipment, as
                there might be other meetings scheduled for the next day.
            o 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.
            o 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.
            o Before returning the equipment, ensure the headphones are clean and accounted
                for. Use the special sanitizing wipes provided to clean the equipment.
            o Before leaving the meeting, have the requester/organizer sign your weekly work
                log.

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.
     Participation in at least one special project each year is highly encouraged and is taken
        into consideration for your performance evaluation.
     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.

ELL-M152, Rev. B                             26-May-2009                                        10
        The Translation Services Coordinator is a de facto member of all special project
         committees, but generally just serves in an advisory capacity.
        Examples of Committees are:
             o Glossary committee
             o IEP Template committee
             o MDT committee
             o Translator & Interpreter Handbook Committee
             o Ethics & Guidelines Committee
        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.
        All suggestions for new projects/committees should be submitted in writing to the
         Translation Services Coordinator.

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.
    Assigning a Mentor:
            o 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.
            o 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.
            o 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.
    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.
    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.
    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.
            o Frequently remind your mentee of the resources that are available and let him/her
                know that there are no “stupid questions”.
ELL-M152, Rev. B                             26-May-2009                                       11
             o 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.

Mentors:

 Ivette Andreoni                             Jorge Martinez-Guerra
 Mauricio Arboleda                           Asalia Pimentel
 Franco Carranza                             Alejandra Rodriguez
 Martha Evans                                Mariza Valenzuela
 Maria Lopez                                 Lissette Villa




ELL-M152, Rev. B                           26-May-2009                                     12
                              Accountability and Documentation

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.

Work Log: The Work Log must be filled out daily. It is due once a week along with your
Weekly Data Report, no exceptions.
   Blanks of the log are available at the Translation Services Office.
   Fill out all requested information:
         o School Name
         o Student Name
         o Work Time (Times you started and finished the document and/or oral translation)
         o For each line item, calculate your total time. Round your time to the nearest
             quarter or half hour.
         o Document travel time.
         o 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.
         o Select whether the assignment is oral or written, and the type of
             interpretation/translation (MDT, IEP, Other).
         o 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).
   Your total hours worked must add up to 8.0 hours (this does not include your lunch).
   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.
   Keep extra work logs for the following week.

Weekly Data Report: The Weekly Data Report must be turned in each week along with your
Work Log and your completed documents.

        The Weekly Data Report form is located in the Bilingual Translator Forms Folder.
        Fill out the following information:
             o Name
             o Week
             o Completed written assignments (IEP, MDT, Other Reports, Other Forms
             o Number of oral appointments
             o Number of pages
             o Totals
             o Student name, school name, type of document and number of pages.


ELL-M152, Rev. B                             26-May-2009                                         13
             o 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.

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.

        The Monthly Data Report form is located in the Bilingual Translator Forms Folder.
        Fill out the following information:
             o Month and year
             o Name
             o Total number of oral assignments (IEPs, MDTs, Oral Assessments)
             o Total number of written translations (IEPs, MDTs, Other Reports, Other Forms)
             o If you have documents pending, write the type and number of documents.
        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.

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.

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.




ELL-M152, Rev. B                             26-May-2009                                           14
                                                                                                              Appendix A


                                                                                                       Clark County School District
                                                                                                    Student Support Services Division
                                                                                                   English Language Learner Program
                                                                                                         Organizational Flowchart
                                                                                                                2008-2009




                                                                                                                                   Director                                                                                                  Interpreter         Interpreter
                                                                                                                              Norberta Anderson                                                                                                Jocelyn             Raquel
                                                          Director                                                                                                                                   Director                                   Chino              Bethea
                               Secretary III                                                         Secretary III                                                   Secretary III
                                                        Tracy Clark                                                                                                                               Bruce Clemmer
                              Doree Munoz                                                           Tammy Dennis                                                      Diana Del                                                                                                     Office
                                                                                                                                                                       Bosque                                                                                                     Specialist II
                                                                                                                                                                                                                                                Testing/Translation             Janice Di Maio
                                                                                MIS/DP Tech.                                                                                                                                                         Services
                         Assistant
                                                                                  Specialist                                                                                                                                                      Coordinator IV
                        Accountant                                                                                                                                                                                                                                                  Office
                                                                                 Kathy Haire                                                                                                                                                        Gail Welch
                        Beth Miles                                                                                                                                                         Utility Worker                                                                        Specialist II
                                                                                                                                                                                            Jesus Perez                                                                          Tina Bryant
                                                                    Region                        Region                                                                                                                                                         Secretary II
                                                                                                Specialist                                                                                                                                     District
                                                                   Specialist                                                                                                                                                                                     Joanne
                                                                                               Alina Deitch                                                                                                                                  Translators
                                                                  Amy Young                                                                                                                                                                                        Jeffries


               Southeast Region
                Coordinator IV
                  Yesmi Rios
                                                                                                                                                                                                                                                    East Region
                                                                                                                                                                                                                                                   Coordinator IV
                                                                                                                                                                                                                                                  Penny Nicholson
          Region         SE Region
         Specialist       Testers
       Laurie Hackett
                                                                                                                                                                                                                                                                       East
                                                                                                                                                                                                                                             Region Specialist        Region
                                                                                                                                                                                                                                             Lucia Valenzuela         Testers

                                                                        Superintendent's
                                     Southwest Region                                                                               DL/ESD                                            Northwest Region                  Northeast Region
                                                                           Schools
                                       Coordinator IV                                                                           Coordinator III          Region                        Coordinator IV                    Coordinator IV
                                                                         Coordinator IV
                                        Leah Chua                                                    Region Specialist          Miriam Benitez          Specialist                   Barbara Badalewski                   Brenda Daw
                                                                         Letitia Worth
                                                                                                     Melissa Baumunk                                   Laura Lyke



                                Region                                 Superintendent's                                                                                         Region              NW              Region
                                               SW Region                                                                 Office              DL/ESD                                                                              NE Region
                               Specialist                                 Schools                                                                                              Specialist          Region          Specialist
                                                Testers                                                               Specialist II          Testers                                                                              Testers
                             Linda Beesley                                 Testers                                                                                            Ana Improgo          Testers        Amy Zeiders
                                                                                                                     Connie Michels




   Rev. 3/2009 - G
    ELL-PUB255




ELL-M152, Rev. B                                                                                                         26-May-2009                                                                                                                                  15
                                               Appendix B

                            Clark County School District
                            Teleworker Self-Assessment
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.

1. Successful teleworkers develop regular routines and are able to set and meet their own deadlines.
Are you self-motivated, self-disciplined and able to work independently; can you complete projects
on-time with minimal supervision and feedback; and are you productive when no one is checking
on you or watching you work?
Always        Usually         Sometimes           Not really
2. Do you have strong organizational and time-management skills; are you results-oriented; will you
remain focused on your work while at home, and not be distracted by television, housework or
visiting neighbors; do you manage your time and workload well, solve many of your own problems
and find satisfaction in completing tasks on your own; are you comfortable setting priorities and
deadlines; and do you keep your sights on results?
Always         Usually        Sometimes          Not really
3. Are you comfortable working alone and disciplined enough to leave work at quitting time; can
you adjust to the relative isolation of working at home; will you miss the social interaction at the
designated office on your telework days; do you have the self-control to work neither too much nor
too little; can you set a comfortable and productive pace while working at home?
Yes           No
4. Teleworkers should have a good understanding of the organization’s “culture.” Are you
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?
Yes        No
5. Have you and your supervisor discussed whether co-workers would have additional work when
you work at home and, if so, how the work would be handled; have you determined how to provide
support to co-workers while working at home; do you have an effective working relationship with
co-workers; and have you evaluated the effects of your telework days and those of your co-workers in
maintaining adequate in-office communication?
Yes         No
6. Are you adaptable to changing routines and environments; have you demonstrated an ability to be
flexible about work routines and environments; and are you willing to come into your designated
office on a regularly scheduled telework day if your supervisor, co-workers or customers need
you there?
Yes          No




ELL-M152, Rev. B                                26-May-2009                                                16
                            Teleworker Self-Assessment, Page 2                      —continued —

7. Are you an effective communicator and team player; do you communicate well with your
supervisor and co-workers; are you able to express needs objectively and develop solutions; and
have you developed ways to communicate regularly with your supervisor and co-workers that
you can use when you telework?
Yes         No
8. Current job performance is a strong indicator of your potential success as a teleworker. Consider
how any problems or developmental needs evident in your last performance evaluation might
affect your telework experience. Are you successful in your current position; do you know your
job well; and do you have a track record of performance?
Yes          No
9. Do you have the right job for telework?
 Job responsibilities that can be arranged so that there is no difference in the level of
      service provided to others
 Minimal requirements for direct supervision
 Low face-to face communication requirements with the ability to arrange days when
  communication can be handled by telephone or e-mail
 Minimal requirements for special equipment
 Ability to define tasks and work products with measurable work activities and objectives
 Ability to control and schedule work flow
 Tasks include those that could be done away from the central office such as:
         Analysis                Design work             Field visits             Research
         Auditing reports        Dictating               Graphics                 Telephoning
         Batch work              Drafting                Project management       Web Design
         Calculating             Editing                 Reading                  Word processing
         Data entry              Evaluations             Record keeping           Writing


10. Do you have an appropriate home work environment?
 A safe, comfortable work space where it is easy to concentrate on work
 The level of security required by the Clark County School District
 The necessary office equipment and software that meet agency standards
 A telephone or cell phone and an answering machine or voice mail
 Household members who will understand you’re working and won’t disturb you
Self-Analysis
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.
Do you have the right kind of job? You should be able to check every item under question 9.
Do you have the right home environment? You should be able to check every item in question 10.




ELL-M152, Rev. B                                26-May-2009                                                17
                                        Appendix C
                            Clark County School District
                           TELEWORK AGREEMENT

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.

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.

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.

Termination of an Employee's participation in the telework program is not, by itself, grounds for
a complaint or subject to appeal.

Work Location

The terms "remote work location" or "remote workplace" shall mean Employee's home or any
satellite office location approved by Employee's supervisor. The term "designated office" shall
mean Employee's usual and customary Clark County School District work address.

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.

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.

Supplies and Equipment

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.

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.

Employee shall use only approved communication software when connecting with the Clark
County School District network.

ELL-M152, Rev. B                           26-May-2009                                         18
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.

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.

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.

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.

Work Hours and Compensation

Employee's supervisor shall validate Employee's time and work accomplished at the remote
workplace.

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.

Compensatory time must be approved in advance in accordance with Clark County School
District policy.

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.

A $50.00 per month stipend will be paid to the teleworker to partially offset the costs of working
at home..

Safety and Liability

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.

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.

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.

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
ELL-M152, Rev. B                             26-May-2009                                         19
intended use and shall be used and maintained in a safe condition, free from defects and
hazards.

Employee shall notify supervisor immediately in case of injury.


Employee Duties and Obligations

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.

Employee shall comply with all applicable laws, policies, and instructions regarding conflicts of
interest and confidentiality.

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

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.

Termination of Agreement

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.

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.

In cases of termination for cause, this Agreement may be terminated without prior notice

The Employee may terminate this agreement at any time with 10 working days' notice.

The Clark County School District will not be held responsible for costs, damages, or losses
associated with the termination of this Agreement.

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.

The Telework Information Record shall become an attachment to this agreement.

I affirm by my signature below that I have read this agreement and understand its subject
matter.



Employee's Signature                                                                       Date



Supervisor's Signature                                                                     Date



Division Head                                                                              Date
ELL-M152, Rev. B                            26-May-2009                                           20
                                             Appendix D
                                    Clark County School District
                     TELEWORK INFORMATION RECORD
                           PROPOSED TELEWORK SCHEDULE
Name:                                                         Position:
                                                             _____________________________

Division/Department:                           ______        Work Telephone Number:


Home Telephone Number:                                       Email:

Emergency Contact (Name and Telephone):

    In Office:     Day(s) M T W Th F                         At Home:   Day(s) M T W Th F
                           (Please Circle)                                    (Please Circle)

Number of hours in my work day:                    My usual telework work hours will be:

My contact hours during telework time will be: _______________________________________

Telework Start Date: ___________________________________________________________

      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 "right" 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.

   These are the conditions for teleworking agreed upon by the teleworker and his or her
   supervisor:

   1. The Employee agrees to work at the following location:

   2. 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.
   3. The Employee's daily work hours will be as
      follows:__________________________________________
   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:
   __________________________________________________________________________
   __________________________________________________________________________
   __________________________________________________________________________
   __________________________________________________________________________


ELL-M152, Rev. B                               26-May-2009                                          21
   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.
             i.Description:________________________________________________________
                   ________________________________________________________________
                   __________________________________________________________

            ii. 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:
               ______

   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.

   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.

   8. Additional conditions agreed upon by the teleworker and the supervisor are as follows:

   ________________________________________________________________________
   ________________________________________________________________________
   ________________________________________________________________________
   ________________________________________________________________________
   ___________________________________________________________________

   9. The Employee's Telework Workspace Floor Plan is attached.




I have reviewed this assignment with ____________________________________________
prior to his or her participation in the Clark County School District’s telework program.


                                                  ____________________________________
                     Date                                    Supervisor

This assignment has been discussed with me and I agree to the stated telework conditions.

                                                  ____________________________________
                     Date                                     Employee


ELL-M152, Rev. B                              26-May-2009                                             22
Teleworker's Floor Plan
Employee is to draw the layout of your Telework Workspace. Include electrical outlets, furniture,
equipment, doors, windows & phone/data outlets.




Recommend:           Approval:             Disapproval:
If disapproved, state reasons why _____________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________
                   Supervisor Signature/Date

ELL-M152, Rev. B                                26-May-2009                                         23
                                                    Appendix E

                                 CCSD ELLP Translator Expectations

1.   Maintain open lines of communication with your supervisor.
     o Ensure your pager works.
         1. Respond to pages within 20 minutes. If you are at a translation appointment, within five minutes of the
              end of your services.
         2. Check your pager’s batteries regularly.
     o Turn your weekly schedule into the ELLP Mailbox for the following week prior to noon of the last work day of
         the current week.
     o Inform your coordinator of any deviation from your posted schedule.
     o Read and respond to e-mails at least three times daily.

2.   Sign in and out of schools – NO EXCEPTIONS. Ensure office personnel know you are there and where you will be
     working.

3.   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.

4.   Written Forms/Reports
     o Turn in a CCF-174 for mileage within ten days of the end of each month.
     o Turn in a CCF-101 within 24-hours of return from an illness.
     o Vacation requests must be submitted a minimum of five days prior to the date requested.
     o 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.
     o In addition to oral translation appointments, 25-30 written translations are expected to be completed each
         month.
     o 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.

5.   Dress and behave professionally.

6.   Translators work an eight-hour day with one hour for lunch and two 15 minute breaks (nine hours total).
     o Translators must follow the work hours of their assigned school(s) unless they make other arrangements with
         their supervisor.
     o 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.

7.   Personal business/telephone calls must be conducted during the translator’s duty-free time.

8.   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.

Failure to adhere to any of these expectations may lead to progressive discipline.

I understand the above expectations and the consequences of failing to meet them.


Printed Name: _____________________________________________________


Translator Signature: ___________________________________________________   Date: ___________


Supervisor Signature: ___________________________________________________   Date: ___________
ELL-F156, Rev. B                                   12-December-08                                                           Page 1 of 1

ELL-M152, Rev. B                                         26-May-2009                                                        24
                                         Appendix F

                             What is the Child Find Project?
The Objective of the CHILD FIND PROJECT is to identify and evaluate students and develop
the appropriate program for the child who:
     Is not currently enrolled in a Clark County Public School;
     Is suspected of having a disability or a developmental delay;
     Is between the ages of 3 years and 21 years.

WHAT PROGRAMS/SERVICES ARE AVAILABLE?
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.

WHAT IS THE REFERRAL/IDENTIFICATION PROCESS?
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.

UNDERSTANDING THE INTERPRETER’S ROLE IN A CHILD FIND SETTING:
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.


                                    INTERPRETER TASKS

There are five (5) tasks in which Child Find interpreters take part:
    Parent Intake (parents rights, explanation of the assessment, and consent for testing)
    Direct assessment: Formal or informal (ex: Health, Physical, Occupational,
       Speech/Language, Behavior, Social)
    Play Probes – Structured play
    Parent Checklist Interview
    MDT/IEP Meeting



ELL-M152, Rev. B                             26-May-2009                                             25
            GENERAL SUGGESTIONS FOR INTERPRETING AT CHILD FIND

I. Parent Introduction / Intake
     Do not elaborate, even if parent does not understand. It is up to the examiner to decide
       whether further clarification is necessary.
     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.
     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?”).

II. Initial Interaction with the child (lobby, hallway, first few minutes)
      The examiner will initiate a simple interaction. Don‟t speak to the child unless you are
         prompted to do so.
      Don‟t hug, tickle, or play with the child.
      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.

III. Remain Professional
     You‟re an intermediary.
     Repeat only what the examiner says.
     Imitate facial expressions, gestures, vocal tone.
     Direct your language to the child.

We need to consider special circumstances when dealing with young children.
   Be quick.
   Be patient.
   Wait/try to gain child‟s attention before speaking to child.
   Don‟t react to the child‟s response.
   Use body language (get close to child/lean forward).
   Present toy, picture or material to child, if prompted to do so.




ELL-M152, Rev. B                            26-May-2009                                            26
                                        Appendix G

                          Frequently Asked Questions (FAQs)
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?
Refer to the updated Document Categories and Weekly Data forms. Typically, forms do not
have numbers assigned to them.

2. When/how do I count mileage?
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.

3. Where can I direct the school to obtain the form for written translation/oral
interpretation requests?
Using Interact, go to:
SSSD Exchange:Interact, then to
SSSD Departments/ Areas:Interact then to
ELLP – SD then to
To: ELLP Translation Mail

4. How long do I wait for parents to show up for a meeting?
15-20 minutes.

5. If they ask me to stay an additional 10 minutes, do I stay?
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.

6. How many written documents should I be producing in the first 3, 6 and 12 months?
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.

7. If a school asks me to take a document to the office for translation, should I take it?
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.

8. What do I do if I forget to take my weekly work log to a meeting?
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.



ELL-M152, Rev. B                            26-May-2009                                           27
9. Why are reports that I turn in a certain week/month not counted for that week/month?
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.

10. Can I turn in documents every two weeks?
No. You need to turn in whatever you have completed each week.

11. Can I turn in documents separately for the same student?
No. Documents that belong to the same student and came together in a packet should be turned
in at the same time.

12. What should we do if we are assigned to a meeting and the parents speak English?
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.

13. Should I interpret an appointment that I was not assigned to?
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.

14. If I don’t have any appointments at Child Find, do I still need to be at Child Find?
Yes. When you are at Child Find you are assigned there all day unless you are dismissed by the
Coordinator in charge.

15. What do we do when we have oral appointments all day and we don’t have time to do
written work?
The documentation on your work log should verify that you were at meetings all day.

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?
No. You should not need to work overtime to meet the requirement.

17. What do you do if during the meeting someone from the school interrupts you and tries
to interpret?
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.

18. What do you do if someone from the school starts speaking Spanish during the
meeting?
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.

19. Do we interpret sidebar conversations that may or may not pertain to the meeting?
Absolutely, all team members need to be aware of everything that is being said by the other
participants.
ELL-M152, Rev. B                             26-May-2009                                             28
20. What does the EPS code mean? EPS stands for English Proficiency Status.
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 ?)

21. While interpreting, do we interpret every word, or do we interpret the whole idea of the
context?
You do your best to interpret everything that is being said, in the terminology that is being used.

22. What do I do if a teacher asks you to call a parent to make or confirm an appointment?
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.

23. How do you explain to the parent that you are not allowed to interpret for matters that
are not related to the appointment?
Be courteous, but explain to them that your sole function is to interpret for the meeting.

24. What do you do if you can’t take your 15 minute breaks or lunchtime because of the
oral appointments?
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.

25. When do we use an ELL interpreter/translator?
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.

26. What if a school has an ELL interpreter present, but he/she doesn’t do any interpreting?
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.

27. What if parents decline the interpreter’s services? What do we do?
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.

28. If there is a phone IEP, does the interpreter sign the IEP?
Yes, because they provided interpreter services via telephone.




ELL-M152, Rev. B                              26-May-2009                                              29
                                            Appendix H
                          How To Effectively Use a Bilingual Interpreter

    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:

    1. Before the meeting starts, establish the interpreting technique that is most appropriate for
       the situation: Simultaneous, consecutive or a combination of both.

    2. 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.

    3. 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.

    4. Speak in first person and address comments to the parents, not the translator/interpreter.

    5. Pause after expressing each complete thought and allow the Interpreter to translate.

    6. Monitor interpreters‟ body language. They will signal if they need you to pause.

    7. 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.

    8. Maintain eye contact with the person being addressed.

    9. Monitor the listener‟s facial expressions and reactions for signs of confusion.

    10. Pause when school bells, sirens, announcements or other distracting noises sound.

    11. Avoid the use of slang, jargon, idiomatic and colloquial expressions.

    12. Do not use jokes or other attempts at humor. They rarely translate well.

    13. Have only one person speak at a time.

    14. Do not engage in “sidebar” conversations unless you intend for them to be translated.

    15.   The translator/Interpreter can only perform functions related to the scheduled meeting.




ELL-M152, Rev. B                              26-May-2009                                           30
                                        Appendix I

                   Scheduled Translation Services Staff Meetings


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.

                                        August 22, 2008

                                      September 12, 2008

                                       October 17, 2008

                                      November 14, 2008

                                      December 12, 2008

                                       January 16, 2009

                                       February 20, 2009

                                        March 20, 2009

                                        April 17, 2009

                                         May 22, 2009




ELL-M152, Rev. B                           26-May-2009                                       31

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:1/28/2011
language:English
pages:36