PRINCE WILLIAM COUNTY PUBLIC SCHOOLS
Procedural Manual for
Interpreters and
Translators
Translation Services
ESOL Office
Janine Sadki, Director of ESOL
2013-14
C O N T AJanuary
C T : T A2014
MARA MARTINEZ,
Revised
TRANSLATION AND INTERPRETATION SERVICES SPECIALIST
703.791.7568
MARTINTA
@PWCS.EDU
Table of Contents
SECTION I: LEGAL AND PROFESSIONAL RESPONSIBILITIES.................................................................................................. 1
SECTION II: INTERPRETER (ORAL COMMUNCATION) PROCEDURES ................................................................................... 2
PART I: CULTURAL COMPETENCE ...................................................................................................................................... 2
PART II: CHOOSING INTERPRETERS ................................................................................................................................... 4
ACCESSING THE INTERPRETER LIST .......................................................................................................................... 4
USING BILINGUAL PERSONNEL FOR INTERPRETING NEEDS ..................................................................................... 5
INTERPRETER HEADSETS FOR LARGE GATHERINGS ................................................................................................. 5
TELEPHONE INTERPRETING SERVICES ...................................................................................................................... 6
PART III: TOP TEN TIPS FOR WORKING WITH INTERPRETERS.......................................................................................... 10
SECTION III: INTERPRETING FOR SPECIAL EDUCATION CONFERENCES AND ASSESSMENTS............................................ 11
SECTION IV: COST AND TIME CONSIDERATIONS ............................................................................................................... 12
SECTION V: GUIDELINES FOR WRITTEN TRANSLATIONS ................................................................................................... 13
PART I: CHOOSING TRANSLATORS FOR WRITTEN DOCUMENTS..................................................................................... 13
PART II: AUTOMATIC TRANSLATION PROGRAMS............................................................................................................ 14
SECTION VI: APPENDIX ....................................................................................................................................................... 15
PART I FORMS AND DOCUMENTS ................................................................................................................................... 16
Universal Protocols and Confidentiality Agreement ............................................................................................. 17
Interpreter Services Agreement Form ................................................................................................................... 19
Translator Services Agreement Form ..................................................................................................................... 20
Documentation of Interpreter Acquisition Efforts ................................................................................................. 21
PART II: CONTACT INFORMATION .................................................................................................................................... 22
Revised January 2014
SECTION I: LEGAL AND PROFESSIONAL RESPONSIBILITIES
The Prince William County School Division must follow all federal and state laws regarding the education of limited
English proficient (LEP) students. These laws contain specific requirements for communication with parents and other
stakeholders whose first language is not English. The following laws specify the Division’s responsibilities concerning
parental notification and communication:
NCLB (No Child Left Behind) Act of 2002
Title III, Section 3302(c) and (e) of the No Child Left Behind law states:
The information required to be provided … to a parent shall be in an understandable and uniform format and,
to the extent practicable, in a language that the parent can understand…
Each eligible entity using funds provided under this title to provide a language instruction educational program
shall implement an effective means of outreach to parents of limited English proficient children to inform
such parents of how they can—
a) be involved in the education of their children; and
b) be active participants in assisting their children…
The No Child Left Behind Law does not supplant previous federal laws dictating the responsibilities of local school
divisions to limited English proficient students and parents.
THE CIVIL RIGHTS ACT OF 1964
School divisions are legally required to provide key information in other languages in order to be in compliance with the
Civil Rights Act of 1964, subsequent court cases such as Lau 1974, Castañeda 1981, Y.S. 1988, and the memorandum
from the Office for Civil Rights 1991, which states:
School districts have the responsibility to adequately notify national origin minority group parents of activities
which are called to the attention of other parents. Such notice in order to be meaningful may have to be
provided in a language other than English when practicable.
As a result of these laws, it is necessary for schools to ensure that an interpreter and/or translator is available to assist
with matters such as:
•
•
•
•
conferences or meetings with parents
Special Education eligibility process
information regarding suspensions, retentions, and other disciplinary matters
medical or instructional matters that may have legal implications.
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SECTION II: INTERPRETER (ORAL COMMUNICATION) PROCEDURES
PART I: CULTURAL COMPETENCE IN FACE-TO-FACE INTERACTIONS
When interacting with limited English proficient families, we as educators must strive to perform in a culturally
competent manner. This means that we should not only acquire cultural knowledge (“familiarization with selected
cultural characteristics, history and values, of another ethnic group”), but also possess cultural awareness
(“understanding”) and cultural sensitivity (“understanding without making value judgments”) of those different from
ourselves. These elements lead to cultural competence, which is defined as “a set of congruent behaviors + attitudes +
policies that enable professionals to work effectively in cross-cultural situations.”) 1
To facilitate the development of cultural knowledge, the ESOL Department subscribes and makes available to all PWCS
personnel the online data base known as Culturegrams, which is an excellent reference source for countries and
cultures throughout the world. It is updated weekly and easily accessible from any computer. You can find Culturegrams
through Google or by going directly to http://online.culturegrams.com/index.php.
1
Source: http://cecp.air.org/cultural/q howdifferent.htm
2
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If you are at your work computer, log in with the user name princewm and the password county. If you are at another
location, remote access is possible by using the login princewmr and the password county. (See below for image of the
home page.)
On the homepage of Culturegrams there are several options. The World Edition gives you access to important
information on a number of topics, including general attitudes, personal appearance, greetings, gestures, family,
education, etc. Click on the link “View full report as PDF” for the most complete data. (See Appendix for full sample
Culturegram on China.)
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PART II: CHOOSING INTERPRETERS
“Interpretation”: oral transference from a source language to a target language.
ACCESSING THE INTERPRETER LIST
With the understanding that providing interpreters and/or translators is our legal and professional responsibility,
the following questions address important linguistic and cultural issues which the administrator or teacher should
keep in mind. PLEASE READ ALL GUIDELINES CAREFULLY BEFORE CONTRACTING AN INTERPRETER.
Who should serve as an interpreter for our school or department?
Unless your school has bilingual personnel trained in the appropriate protocols of interpreting, choose someone from
the current list of approved freelance interpreters. This list is currently available both on the Intranet and School
Fusion. The following instructions will guide you to the list:
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USING BILINGUAL PERSONNEL FOR INTERPETING
Can we use our bilingual instructional personnel to interpret for us during their contract hours?
YES, provided that it does not interfere with instructional time. According to the Office for Civil Rights legal
guidelines, bilingual teachers and assistants should not be used as interpreters during hours of instruction, except
in cases of true emergency. However, an administrator may assign bilingual instructional personnel to interpret
during the day as part of their designated duty period.
Bilingual instructional personnel may offer their services during non-instructional times and before or after school.
However, this service should not be mandated as an added responsibility. We recommend that staff be
compensated for interpreting during non-instructional hours.
Can we routinely use non-instructional staff for interpreting needs?
NO. Generally speaking, utilizing other staff for these services should not conflict with an employee’s regular job
responsibilities. Schools and school divisions are strongly encouraged to hire staff specifically for interpreting—such
as a school-parent liaison—if that is a regular need.
●
●
●
Note: ALL bilingual staff members who
interpret should be trained in proper
procedure and protocols by the
Translation Services Office and should
sign the Universal Protocols and
Confidentiality Agreement for
Interpreters. Contact Tamara Martinez
at [email protected] for more
information.
Can we use volunteers to interpret?
NO. However, in a true emergency you may use a volunteer, such as a family
member, acquaintance or student to convey a message.
How can we ensure that our interpreter is a proper match for our needs?
The following steps will help you find the best available interpreter for your
needs: 1. Ensure that you have correctly identified the dominant language of
both the child and the family, understanding that there may be more than one
language used in the home. Verify the language of the person who needs the
interpreter. This information is available on the Home Language Survey in the
educational file of the student. If the student is an English Language Learner, you may also obtain from Chancery
SMS or the student’s ESOL teacher. 2. Whenever possible, match not only the language but also the
country/region of origin of the interpreter with that of the family. (This information is indicated on the
interpreter list.) By doing so, you will best match the cultural group from which the family comes.
NOTE: The ESOL Department has 30 headsets available
to facilitate interpretations for up to 5 languages in
large group gatherings. Contact Tamara Martinez at
703.791.7568 for loan information.
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5
TELEPHONE INTERPRETING SERVICES
If there is no face-to-face interpreter available for the language you need, you have the option of contacting either CTS
Language Link or Language Line Services for telephone interpreting. Both companies are approved vendors with
PWCS, and each provides telephone interpreting for over 200 languages at a cost of $1.10 per minute. You must
contact the company you choose via their email address found below in order to set up an account for your school.
Please provide the following information in your email:
•
•
•
•
Name of school
Name, email and phone number of principal
Name, email and phone number of bookkeeper (contact person)
Inclusion of a statement indicating that PWCS has a master agreement with their company
The contact information for each is:
1. CTS Language Link: 1.800.208.2620
Address:
Corporate Translation Services, Inc.
CTS Language Link
911 Main Street, Suite 10
Vancouver, WA 98660
Contact:
Bingo Ildefonzo
Telephone:
360.433.0423
Toll Free:
1.800.208.2620, ext. 423
Fax:
800.513-7273
Email:
[email protected]
(See the following two pages to find the list of over 200 languages that CTS Language Link can accommodate.)
NOTE:
It is strongly recommended
that you to keep a record
documenting your efforts to
secure an interpreter. See
appendix for form
“Documentation of Interpreter
Acquisition Efforts”
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PART III: TOP TEN TIPS FOR WORKING WITH INTERPRETERS
To facilitate your interaction with limited English proficient parents:
1. Use only trained, adult interpreters who have signed the Universal Protocols and Confidentiality
Agreement (copy of this document can be found in Appendix).
2. Schedule twice the length of time for the session.
3. Seat the interpreter next to, and slightly behind, the non-English speaker.
4. Speak directly to the non-English speaker, not to the interpreter. Use the first person / direct
address.
5. Be aware that EVERYTHING that you say will be interpreted.
6. Use a normal tone of voice; keep your vocabulary simple and your sentences short.
7. Avoid expressions or idioms that do not translate directly (e.g., “get on the ball”, “don’t beat around
the bush”, “we’ll cross that bridge when we come to it”).
8. Pause after every statement or two so that the interpreter can convey your message fully and
accurately.
9. If the use of acronyms is necessary, first explain their meaning. (e.g., SOL, VGLA, RtI, AYP, IEP, SACC).
10. Use body language to convey interest and understanding (smiling, nodding, leaning forward, etc.).
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SECTION III: INTERPRETING FOR SPECIAL EDUCATION
CONFERENCES AND ASSESSMENTS
When selecting an interpreter for a Special Education conference, what should we consider?
As in all conferences, you should use an interpreter that has been trained by the Translation Services Office. Your
signature verifying that an interpreter was provided for the session will be required.
You may want to give preference to an interpreter whose name on the PWCS List of Freelance Interpreters is marked
with a red asterisk. This indicates that the interpreter has participated in an extra training session focusing on Special
Education procedures. If there are to be subsequent or follow-up meetings, arrange to use the services of the same
interpreter if at all possible.
What can we do to prepare the interpreter for a specific Special Education procedure or conference?
1. Prior to the meeting with parents, provide an overview of the entire process and describe where/how the
meeting fits into that process;
2. Brief the interpreter on the particular case and meeting, giving specifics that include goals and protocol;
3. Allow the interpreter time to preview any pertinent documents that will be used during the session. This is
important especially if there is any specialized terminology that will arise during the session;
4. Emphasize the legal/ethical importance of confidentiality. Note: All interpreters have signed the Universal
Protocols and Confidentiality Agreement, which remains in effect during their tenure as interpreter for PWCS.
A copy of this agreement is found in the Appendix.
5. Know that every interpreter—even a bilingual staff member or volunteer—should carefully read and sign the
Universal Protocols and Confidentiality Agreement if they have not already done so through training with the
Translation Services Specialist.
6. Understand and follow the protocols of communicating with a Limited English Proficient individual through an
interpreter. (See the “Ten Commandments for Working with Interpreters”, above).
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How do we use an interpreter for Special Education assessment purposes?
To prepare an interpreter to assist during assessment procedures:
Ensure that you have correctly identified the dominant language of both the child and the family,
understanding that there may be more than one language used in the home. Verify the language of the person
who needs the interpreter.
Provide an overview of the entire test and the rules of administration and scoring. Also, explain necessary
details and suggestions for testing procedures.
Have the interpreter identify any cultural bias in pictures, actions, or language. Document these. For example,
since tamales are typical of Mexico, a student from Uruguay may not recognize them or may refer to them by
using a word other than “tamale”.
Allow the interpreter enough time to preview all the questions to identify and clarify unfamiliar terms; this will
give him an opportunity to determine a correct interpretation of unfamiliar words or phrases.
Establish rules for when to use the first (home) language and when to use English. Students may be familiar
with some concepts in their first language, in English, or both. Alternatively, it is possible that they are not
familiar with certain concepts in either language. Using all methods possible, have the interpreter determine
and document in which language a student responds.
How should we interpret results of standardized tests that are administered by an interpreter?
Tests written in English for American students which are then translated or orally interpreted into another
language are invalid when used in isolation. Vocabulary and linguistic functions very often do not have exact
equivalents in another language. Special Education procedures require that only non-standard scores be reported
for students whose first language is not English. Anecdotal and observational assessments and information are
essential components of an evaluation of limited English proficient students.
AMERICAN SIGN LANGUAGE (ASL)
INTERPRETERS
Note: This manual deals exclusively with
foreign language interpreters and
translators. Those seeking a sign language
interpreter should contact the Special
Education Office at 703.791.7286.
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SECTION IV: COST AND TIME CONSIDERATIONS
Who is responsible for paying interpreters?
Each school/department is responsible for contracting and paying for any interpreting (oral) services. Freelance
interpreters are categorized as temporary employees. To pay an interpreter who is not also a classified employee, the
bookkeeper should input the activity code INTRP. Any question regarding the current status of a freelance interpreter
should be addressed to Susan Cox in the Human Resources Department at 703.791.7327.
How do we estimate the payment for services?
1. Carefully calculate the length of time for which the interpreter will be paid. Keep in mind that it usually
takes more words and time to explain concepts or expressions. It is rare to have a word-for-word
equivalent. Plan for almost twice the usual length of time if you use an interpreter. Be clear about the
actual beginning and ending times; also indicate whether a pre- or post-conference meeting or debriefing
will be necessary.
2. Interpreters should be paid a minimum of one hour even if the meeting only lasts 30 minutes. After the 1st
hour, interpreters can be paid in 15 minute increments.
3. The interpreter should be given at least 2 hours’ notice of any cancellation on the part of the school or
department who has contracted the interpreter. If this is not done and the interpreter arrives to the
location, the contracting school or office should compensate the interpreter a minimum of one hour of
pay to cover their expenses of time and travel.
4. Please contact Tamara Martinez with any questions regarding interpreters at 703.791.7568.
What is the current rate of pay for interpreters in PWCS?
The FY2011-12 pay rates for interpreters are as follows:
•
•
•
Non-degreed
Degreed
Classified staff
$18 per hour
$25 per hour
1.5 hourly rate (after 40 hours)
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SECTION V: GUIDELINES FOR WRITTEN TRANSLATIONS
PART I: CHOOSING TRANSLATORS FOR WRITTEN DOCUMENTS
With the understanding that providing translators is our legal and professional responsibility, the following questions
address important linguistic and cultural issues which school personnel should keep in mind.
How can we verify that our translator is capable?
Choose someone who is truly bilingual/bicultural and has a high degree of education. Any translator should have
superior linguistic and writing skills in both languages. If the document is for public distribution, there should be a
bilingual editor or proofreader to confirm that the document has cultural and linguistic clarity, as well as correct
grammar and syntax.
Note: While it is always important to use someone with a sufficient level of education,
in case of emergency this consideration must understandably be put aside.
How can we ensure that our translator is a proper match for our needs?
Whenever possible, match both the language and cultural group or country of the translator with that of the target
audience. For example, while Spanish is one language in name, it is not the same in terms of syntax, colloquial usage,
and certainly not in terms of vocabulary among the 21 countries and territories who use it officially. Make note of any
positive or negative feedback from your target audience to guide you in your future choice for translators.
Can we use our bilingual instructional personnel to write translations for us during their contract hours?
According to the Office for Civil Rights legal guidelines, bilingual teachers and assistants should not be used as
translators during hours of instruction, except in cases of true emergency.
Bilingual instructional personnel may offer their services during non-instructional times and before or after school.
However, this service should not be mandated as an added responsibility. We recommend that staff be compensated
for translating during non-instructional hours.
Can we routinely use non-instructional staff for written translation needs?
Generally speaking, utilizing other staff for these services should not conflict with an employee’s regular job
responsibilities. We recommend that staff be compensated for translating outside of contract work hours.
It is important that bilingual staff members who are asked to translate have sufficient education and proficiency in
both English and the target language to produce or edit translations correctly while maintaining proper tone and
register.
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Who is responsible for paying translators?
Each school/department is responsible for contracting and paying for any translation (written) services. Freelance
translators are categorized as temporary employees. To pay a translator who is not also a classified employee, the
bookkeeper should input the activity code TRNSL. Any question regarding the current status of a freelance should be
addressed to Susan Cox in the Human Resources Department at 703.791.7327.
How do we estimate the payment for services?
1. It takes about 2 hours to translate a one page document to a language that has the same alphabet system
as English. However, it takes longer to translate to languages that use a different writing system (i.e. Urdu,
Farsi, Chinese…) Please determine with the translator, before contracting services, how many hours it will
take him/her and also when the document will be ready by.
2. Translator could be paid in 15 minute increments. For example, if you only had 2 sentences that needed to
be translated you will not be charged for a full hour.
3. Please contact Tamara Martinez with any questions regarding translators at 703.791.7568.
What is the current pay rate for freelance translators?
The current pay rate for PWCS freelance translators are:
•
Non-degreed
$20 per hour
•
Degreed
$30 per hour
•
Classified staff
1.5 hourly rate (after 40 hours)
PART II: AUTOMATIC TRANSLATION PROGRAMS
Automatic translation programs may NOT be used to translate documents that are considered “essential
communications” according to our DOJ Settlement Agreement. Some of the major automatic translation programs
have become more sophisticated with advances in technology; however, they cannot be relied upon to produce
documents with a high degree of linguistic or grammatical accuracy. Most of these programs translate literally; they
do not reflect context, cultural bias, or linguistic exceptions such as idiomatic expressions or colloquialisms.
IMPORTANT!!
Any document translated
automatically must be edited by a
competent human translator!
“ESSENTIAL COMMUNICATIONS”
can NOT be translated by an
automatic translation program!!
Revised January 2014
14
PART II:
FORMS
AND
DOCUMENTS
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Sharing Interpreting Resources
(S.I.R.)
Universal Protocols and Confidentiality Agreement
for Interpreters
This document conforms to the requirements and expectations of all member school districts of the SIR coalition, which currently includes the
following public school divisions:
Alexandria, Arlington, Fairfax, Fauquier, Loudoun, Manassas, Manassas Park, Orange, Prince William, Spotsylvania and Stafford.
Your signature on this document indicates that you agree to conform to the protocols described herein and that you understand and will
uphold the requirements of confidentiality and professional ethics at all times in your capacity as an interpreter for any of the school districts
who are members of the coalition.
INTERPRETER PROTOCOLS AND RESPONSIBILITIES
1. I will accept only those assignments for which I am qualified. I understand that this may include accepting only
those sessions assigned by the language services coordinator of my school division. If there is a conflict of
interest, or if I have any reservation about my ability to satisfy an assignment competently, I will immediately
convey this reservation to the appropriate authority.
2. I will not offer advice or add, edit, or modify in any way the information or comments stated by any party. My
interpretations will be objective, accurate, and complete.
3. I acknowledge and agree that information from any private conversation, session, meeting or conference is,
and will remain, confidential. If I take notes (for example, because of lengthy statements or an abundance of
data), I will destroy them before leaving the room or give them to the person in charge to safeguard the
confidentiality of the proceedings.
4. I will interpret exactly what is said, whether I agree or disagree, conveying the exact message without
modification of any comment or statement. I acknowledge and agree that my role is simply that of a linguistic
conduit through which messages are given and received.
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5. As an interpreter representing the school division that I am serving, I will interpret or communicate with the
parent(s) or student only when asked to do so. I will not make any other contact with the parent(s) or student
regarding the session for which I served as interpreter unless the school officials request it. Whenever
possible, I will prepare for the session by discussing with the key contact person prior to the meeting the
purpose(s) of the session and the procedures to be used in the conference. I will ask to preview any
documents to familiarize myself with unusual or technical content, procedures, and language, as appropriate.
6. I will not say or do anything that could be interpreted as being adversarial or against the school division that I
am serving. While acknowledging that all parents are to be informed and know their rights and
responsibilities, I understand and will make clear to all parties that my role is that of interpreter, not
spokesperson or advocate for either party.
7. At the beginning of the session I will indicate and explain my primary method of interpreting during the
meeting—consecutive or simultaneous. I acknowledge that in some school divisions the use of simultaneous
interpretation requires preauthorization from the language services coordinator.
8. I will instruct the session participants to speak directly to each other, not to me. I will, whenever possible, sit
beside and slightly behind the non-English speaker and seek to be virtually invisible during the conference.
9. I will explain to both parties at the onset of the session that I will interpret what is actually said, even side
comments that are within the scope of the conversation, and I will speak in the first person. For example, I will
say “I want to talk to you about Anita’s grades,” rather than “She said she wants to talk to you about Anita’s
grades.”
10. As necessary, I will clarify or address any cultural issue that may cause misunderstanding, while making it clear
that it is the interpreter, not the participant, who is commenting– for example, “I, as the interpreter, would
like to clarify/ explain that….”
11. If I do not understand a significant word, phrase, or concept, I will acknowledge it and ask for clarification and
repeat back to the party the explanation as I understand it. If the confusion persists, I will advise everyone of
my uncertainty and then interpret it to the best of my ability.
I have read the information in this Interpreter Protocols and Confidentiality Agreement and will follow the guidelines to the best
of my ability. I also understand and agree to maintain complete objectivity and confidentiality in my role as an interpreter for
the school division(s) that I serve.
_____________________________________________
Name of Interpreter (Please print)
______________________________________ _______________
Signature
Language/Translation Services Representative:
__________________________
Date
____________________________________________
______________________________________ _______________
__________________________
Name (Please print)
Signature
Date
A copy of this agreement is to remain archived in the files of the originating school district and is considered active
and in effect as long as the interpreter is actively employed.
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INTERPRETER SERVICES AGREEMENT FORM
(Both interpreter and school staff should retain a copy)
PART A:
Name of interpreter
Language
Badge Number (preferred)
OR
Last 4 digits of SS#
Interpreter’s phone number
Place of service (name of school/office/dept.)
Date of service
Personnel requesting services
Type/Purpose of meeting
Interpreter’s time of arrival
PART B:
(To be completed and signed when the session—including post-conference meeting or debriefing, if any—ends.)
Concluding time
Total number of hours worked
Signature of interpreter
Signature of administrator/designee
THE ORIGINAL SHOULD BE GIVEN TO THE BOOKKEEPER
FOR INPUT INTO AMS—Time & Leave (Event Code: INTRP—except for classified employees)
Interpreters need to be paid for the 1st full hour. After the 1st hour they can then be paid in 15 minute
increments.
Each party should retain a copy for his/her records.
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2013-14
TRANSLATOR SERVICES AGREEMENT FORM
Translator Information
Name
Phone number ___________________
Badge Number (preferred) _________________
OR
Last 4 digits of SS# ________________
Office Information
Place requesting translation
___ Date of request
(name of school/office/dept.)
___
Personnel requesting services
___
Document Information
(document needs to be in Microsoft WORD format)
Document type _______________________ Document title ___________________________
(letter, form, brochure…)
Number of pages _____________________________________________________________
Translate from ____________________________ Translate into ______________________
Total number of hours worked ____________________________________________________
Signature of translator
_
Signature of administrator/designee
THE ORIGINAL SHOULD BE GIVEN TO THE BOOKKEEPER FOR INPUT INTO AMS—
Time & Leave (Event Code: TRNSL—except for classified employees)
Time should be pre-established between the parties before job begins.
Translator can be paid in 15 minute increments.
It should take about 2 hours to translate a 1 page document if the language it needs to be
translated into uses the Roman alphabet. It will take more time for languages that use a
different writing system.
Each party should retain a copy for his/her records.
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INTERPRETERS
TRANSLATORS
HOURLY RATE: D=Degreed ($25) ND=Non-Degreed ($18) C=Classified (1.5)
HOURLY RATE: D=Degreed ($30) ND=Non-Degreed (20) C=Classified (1.5)
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DOCUMENTATION OF INTERPRETER ACQUISITION EFFORTS
(for your personal records)
School/Department/Office______________________________________________________
Staff Member ________________________________________________________________
INITIAL CONTACT INFORMATION
Name of Family__________________________ Student____________________________
Home Language __________________________
Country of Origin___________________
Phone Contact (Date):_______________________ (Time)_____________________________
Person Contacted:___________________________ Relationship to Student:_______________
Interpreter Services Offered?
□ Yes □ No
Interpreter Services Accepted?
□ Yes □ No
FOLLOWUP INFORMATION
Interpreter Acquired?
□ YES □ NO If NO, reason:
□ Family Refused Interpreting Services
□ No Interpreter Available
Check below efforts made to find interpreter:
□ Accessed PWCS List of Freelance Interpreters
□ Contacted Propio Language Services (telephonic interpreting)
□ Other Reason (explain):
_______________________________________________________________________________________________
_______________________________________________________________________________________________
20
INTERPRETERS
TRANSLATORS
HOURLY RATE: D=Degreed ($25) ND=Non-Degreed ($18) C=Classified (1.5)
HOURLY RATE: D=Degreed ($30) ND=Non-Degreed (20) C=Classified (1.5)
Rev 10 23 13
PERFORMANCE EVALUATION OF INTERPRETING SERVICES
Name of interpreter_______________________________
Language_______________________________________
Type of conference/meeting______________________
Date services rendered__________________________
Staff member completing this rating ______________________________ Position________________________
School or Central Office___________________________________________________________________________
Once completed, please send a copy by courier to Tamara Martinez at the Translation Services Office at the KLC.
1.
Promptness of arrival:
4— On time
3— Some minutes late
2— Very late
1— No show
2.
Demeanor:
4— Professional
3— Appropriate
2— Barely acceptable
1— Objectionable
3.
Apparent objectivity:
4— Seemed consistently objective
3— Seemed objective most of the session
2— Showed evidence of extemporaneous commentary or editorializing
1— Obvious personal comments, conversations, editorializing during session
4.
Ease of transference from English to other language:
4— Seemingly effortless
3— Some hesitation, but no major difficulties
2— Noticeable number of hesitations and multiple reiterations of
the same thought
1— Significant and obvious difficulty in communicating in other language
5.
Ease of transference from the other language to English:
4— Seemingly effortless
3— Some hesitation, but no major difficulties
2— Noticeable number of hesitations and multiple reiterations of
the same thought
1— Significant and/or obvious difficulty in communicating in English.
6.
Comprehensibility in English:
4— English spoken with virtually no foreign accent
3— English spoken with slight foreign accent, but quite comprehensible
2— Some effort required to understand spoken English
1— English virtually incomprehensible
7.
Apparent understanding of applicable school protocols and terminology:
4— Obvious understanding of situation-appropriate protocols and terminology
3— Adequate degree of understanding of situation-appropriate protocols and terminology
2— Seemingly limited familiarity with situation-appropriate protocols and terminology
1— Obviously unfamiliar with situation-appropriate protocols and terminology
COMMENTS: ____________________________________________________________________________ 21
INTERPRETERS
TRANSLATORS
HOURLY RATE: D=Degreed ($25) ND=Non-Degreed ($18) C=Classified (1.5)
HOURLY RATE: D=Degreed ($30) ND=Non-Degreed (20) C=Classified (1.5)
Rev 10 23 13
PART III: CONTACT INFORMATION
For more information,
please contact Tamara Martinez,
Translation & Interpretation Services Specialist,
at:
[email protected]
703.791.7568
22
INTERPRETERS
TRANSLATORS
HOURLY RATE: D=Degreed ($25) ND=Non-Degreed ($18) C=Classified (1.5)
HOURLY RATE: D=Degreed ($30) ND=Non-Degreed (20) C=Classified (1.5)
Rev 10 23 13