The Assessment System for K–12 Educational Interpreters (the ASK12 Project) provides a mechanism within which educational interpreters in the Technical Assistance for Excellence in Education (TAESE) consortium States of Arizona, Kansas, Montana, Nebraska, New Mexico, Utah, Wyoming; the Western Regional Resource Center (WRRC) States of Alaska and Oregon; North Central Regional Resource Center (NCRRC) State of Iowa; and the Southeast Regional Resource Center (SERRC) States of Alabama, Arkansas, Georgia, and Oklahoma (all referred to as the consortium States) are afforded the opportunity to have their interpreting skills evaluated in a non-threatening atmosphere, using objective criteria, within a standardized assessment system. The evaluation instrument is valid and reliable and measures the variety of interpreting communication produced by K–12 educational sign language interpreters. Evaluation materials are kept secure at all times and the results are kept in the strictest confidence.
Each consortium State has identified the need for an educational interpreter assessment system. The research clearly supports this need for measurement of skills to determine minimum standards of quality (Jones, 2004; Schick & Williams, 2001; Schick, Williams & Bolster, 1999; Jones, Clark & Soltz, 1997; Commission on Education of the Deaf, 1988). The ASK12 Project continues its work on an ever-larger scale to meet the needs of a growing number of States. It does so by bringing the Educational Interpreting Performance Assessment (EIPA) instrument on-site to K–12 educational interpreters living and working within consortium States.
The ASK12 Project serves all consortium States through a collaborative relationship between the Project and consortium member State representatives (ASK12 Board), Boys Town National Research Hospital EIPA Diagnostic Center (BTNRH) in Omaha, NE, project-trained on-site test proctors, and educational interpreters in the consortium. The ASK12 Project identifies training needs of educational interpreters based upon EIPA diagnostic feedback and proposes appropriate remediation strategies. This research-based approach to education and training assists each State with the needed approach to skill-development for K–12 educational interpreters. In addition, these training needs will be addressed directly through ASK12 during the next year of the project, beginning October 1, 2008.
The ASK12 Project continues a successful model of collaboration between member State departments of education. The model works because of the successful five-year track record of direct participation through the ASK12 Advisory Board. The ASK12 Project links evaluation of educational interpreters to performance criteria and diagnostic feedback on the largest multi-State collaborative scale seen to date in the United States. Matching this diagnostic feedback to future education and training options builds the bridge from what is to what should be done for improvement of interpreting performance to students who are deaf and hard of hearing in our public school settings. This information is very valuable because it prescribes the content of Professional Development Plans for skills development of educational interpreters. The Comprehensive System of Personnel Development is enhanced for State Education Agencies and Local Education Agencies responding to needs of deaf and hard of hearing students in their charge. Access to appropriate education improves. Students who are deaf and hard of hearing benefit.
More specifically, evaluation opportunities are available in each consortium State as needed per fiscal year at sites designated by the ASK12 Board and educational interpreters living in the consortium States. In addition, any K–12 educational interpreter working in any consortium State is welcome to be evaluated at any test site. This portability helps ensure that deaf and hard of hearing students are provided interpreting services as quickly as possible and the national standard measurement tool used (EIPA) ensures reciprocity among States.
Local support and participation is very important to the success of the ASK12 Project. Test locations are determined by each State. Dr. Bernhardt Jones, ASK12 Project Director, makes personal contact with each site through proctors and/or administrative personnel needed for local success. Flexibility is the key. Dr. Jones coordinates EIPA evaluation opportunities with other training events and conferences in the consortium States (such as the CASA Conference in New Mexico and the Megaconference in Alabama). Test sites are subject to change, depending upon evolving needs. However, the support expressed by those contacted continues to be very positive. This information is coordinated with the number of evaluation tapes that can be assessed during any given month by BTNRH to make sure that applicants receive comprehensive results within the 45-working-day timeframe.
Interpreters have the opportunity to be tested at the test site of their choice, whether it is located in their home State or any other State within the consortium. To register for an EIPA evaluation, educational interpreters simply go to the ASK12 website, click on their State (or State in which they would like to be evaluated) and select the test site/time they prefer. This process can be viewed by visiting the ASK12 website (www.rrfcnetwork.org/mprrc/ask12). This process reserves a testing time slot for the interpreter. It is followed up with specifics so the interpreter can pay for the test, find the testing site, and feel comfortable participating.
The ASK12 Project invites you to participate in this collaborative effort to improve interpreting support services for K–12 students who are deaf and hard of hearing in your State. Any State is welcome to join. For information, call Dr. Bern Jones at 520-307-2376 or email
What can ASK12 do for you?
The ASK12 Project currently serves 14 States served by four of the six Regional Resource Centers in the United States, from Alaska to Georgia. Service is provided under the guidance of the State special education directors from the member States and the Technical Assistance for Excellence in Special Education Center. You can be part of the consortium.
The ASK12 Project has provided evaluation/ diagnostic opportunities to more than 2,500 K–12 sign language interpreters within the member States since 2002. The videotaping of K–12 interpreters’ work is provided at more than 35 sites (schools for the deaf, SEAs, regional centers, LEAs) throughout the member States, depending on need. Your needs can be met as well.
The evaluation tool used is the National Standard: the Educational Interpreter Performance Assessment (EIPA). The EIPA is a two-hour video-driven skills evaluation instrument, as well as a diagnostic tool. The instrument measures levels of sign language interpreting skill while providing specific recommendations for skill improvement based upon performance. Your State can be part of this national effort.
Due in large part to the efforts of the ASK12 Project, the EIPA evaluation tool has been recognized by the national Registry of Interpreters for the Deaf (RID) as a valid and reliable instrument to acknowledge K–12 interpreters as nationally certified (at Level 4.0 or above). Interpreters working in your State can also be nationally recognized.
Registration for testing is via the ASK12 website (www.rrfcnetwork.org/mprrc/ask12). K–12 interpreters who work in ASK12 member States are able to register and test at any of the sites in any ASK12 State at any testing time. This system will make it convenient for interpreters working in K–12 settings and easier for you to find qualified interpreters.
Testing is usually conducted during weekends, as working K–12 interpreters are in the classroom with deaf and hard of hearing students during the week. Each videotape of interpreters’ work is sent to Boys Town National Research Hospital and evaluated by teams of interpreting specialists. Results (with skill level scores and diagnostic feedback) are mailed within 45 working days. The mechanism for this service is handled for you with local coordination and written reports to you.
Individual classroom interpreting performances are synthesized into a comprehensive written report to each State with recommendations regarding appropriate intervention (skills training) needed based upon the specific performances of the interpreters evaluated. This gives you performance results that are appropriate for Professional Development Plan construction for an important support service in your State.
For more information/assistance/collaboration, please contact the director, Dr. Bernhardt Jones at (520.307.2376) or
; contact the TAESE office at 435.752.0238 Ext. 13; and/or visit the ASK12 website: www.rrfcnetwork.org/mprrc/ask12 .
References
Commission on Education of the Deaf (COED) February, 1988. Toward equality: Education of the deaf. Washington, D. C.: United States Government Printing Office.
Jones, B. E. 2004. Competencies of K–12 Educational Interpreters: What we need versus what we have. In Winston: Educational Interpreting: How it can succeed, 113–131. Washington, D.C.: Gallaudet Press.
Jones, B. E., Clark, G. M., & Soltz, D. F. 1997. Characteristics and practices of sign language interpreters in inclusive education programs. Exceptional Children, 63 (2), 257–268.
Schick, B. & Williams, K., 2001. Evaluating interpreters who work with children. Odyssey, Winter/Spring, 12–14.
Schick, B., Williams, K. & Bolster, L. 1999. Skill levels of educational interpreters working in public schools. Journal of Deaf Studies and Deaf Education, 4 (2), 144–155.
