Interpretation Best Practices

Interpretation-best practices

Charity Krow

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Interpretation-spoken languageTranslation-written language

Interpretation Activity

Get out your phones and go to an app where you can use voice to text. This may be a text message, the notes app, etc.

• You will be read a "short" paragraph from an evaluation report.
• You will then go on MUTE and try to repeat it into your phone.
• How accurately can you repeat the paragraph?

Interpretation Activity

Get out your phones and go to an app where you can use voice to text. This may be a text message, the notes app, etc.

• You will be read a "short" paragraph from an evaluation report.
• You will then go on MUTE and try to repeat it into your phone.
• How accurately can you repeat the paragraph?

Reading is a relative strength for Sam. As the table shows, her previous scores were significantly higher prior to coming to GOAL in 2020. Her most recent assessment shows that she scored a standard score of 580. This score indicates she needs "urgent intervention" according to this assessment. Her grade equivalency is 5.1 (first month of fifth grade) and her instructional reading level is 4.8 (eighth month of fourth grade).

How did you do?

What if this was in two different languages? And in a room full of people you don't know?

Today's objectives-Meeting Facilitation with Interpretation

After

During

Before

How to utilize interpretation during the meeting

Steps to take after the meeting

How to prepare for a meeting

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Reminders-The ESS Manual

Please refer to the manual for detailed instructions on supporting families requiring interpretation or translation. This training will focus on conducting meetings BUT a few reminders: 1) Use the ticket system for interpretation and translation. Do NOT use the word IEP in the ticket!!!! The manual has guidance on translation in Spanish using Adobe and Microsoft Word. 2) Be proactive! Immediately submit a ticket when you get a family with translation/interpretation needs. 3) Ask questions.

Before the meeting

Draft documents at least 2 weeks in advance and provide draft to the Bilingual Generalist.

Schedule a premeeting with the interpreter and parent. This is NOT a decision-making meeting.

This will allow time to review the drafted documents so that they can fully participate during the actual meeting.

Create visual cues on (your copy) of drafted documents to remind yourself to pause for interpretation and ask if there are questions.

Provide the interpreter with technical vocabulary and acronyms you may use-or avoid them entirely.

During the Meeting

Be Positive After introductions, start the meeting with something positive!

Be SuccinctUse short succinct sentences and pause often. Do not read word for word! Have visual cues in the draft. Take planned breaks.

PresentingIn general, present the English version if the parent has received a translated draft.

Avoid IdiomsFigurative language is hard to interpret

Super high stakes quiz time!

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STAR Scores

When discussing STAR scores and telling a parent that their 10th grader is reading at the level of a 2nd grader student can be quite alarming, so let’s reassure parents that we’re here to support their child and that we’re confident in their potential for improvement.

ACCESS for ELs

Many parents don’t fully grasp why their English-speaking child is scoring in the 1s, 2s, 3s, etc. despite their child speaking English fluently in everyday situations. It’s important to explain that despite their student being able to speak English conversationally, English class focuses on developing academic language skills.

Need an ACCESS Blurb??? I have one!

Debrief with the interpreter. Ask for clarification and feedback about how the meeting went. Also discuss next steps.

After the meeting

Follow up with the family and be sure lines of communication stay open.

There are a few additional steps that you need to take following a meeting with a family who requires translation and/or interpretation.

Make changes to your draft and be sure to get it translated using the ticket system or using Adobe/Word

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Other Considerations

Make sure parents have a way to communicate back to you-they CAN text you-Use AI, their phone's translation, etc.

Remind parents that they are part of the IEP team and their input is valuable.

Understand cultural nuances

Frontload vocabulary/acronyms

Cultural Nurances

• Personal Space – In Latin American or Middle Eastern cultures, standing close while talking shows warmth and trust. In Northern Europe or the U.S., people tend to prefer more physical distance.
• Gift-Giving Etiquette in China – It’s customary to refuse a gift several times before accepting it, to avoid seeming greedy. Gifts are also often given and received with both hands.
• Eye Contact Differences – In Western cultures, steady eye contact shows confidence and honesty. In some African or Asian cultures, too much eye contact can be seen as disrespectful or confrontational.
• Head Gestures in Bulgaria – In Bulgaria, nodding means “no,” while shaking your head means “yes.” This can cause a lot of confusion for visitors.
• Time Orientation – In Germany or Switzerland, punctuality is essential and being late is seen as rude. In places like Brazil or Nigeria, a more flexible “event time” is common, where social interactions matter more than strict schedules.

Magic School

Dos And Don'ts

• Start with something positive.
• Take breaks for the interpreter to translate and speak slowly.
• Check in often with parent.
• Summarize/simplify the IEP and speak clearly.
• Treat the parent like an active participant.
• Schedule a longer time block so that you have sufficient time for interpretation.

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• Read full paragraphs.
• Use highly technical words.
• Use figurative language.
• Use humor.
• Use double negatives.
• Have "sidebar" conversations.
• Ask more than one question at a time.

THANK YOU VERY MUCH!

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