Sep 27, 2024 Board for Evaluation of Interpreters (BEI) Advisory Board

[1. Call to order, roll call, and introductions]

[00:00:08]

>> GOOD MORNING EVERYONE. WE -- IT IS NOW 10:09. WE WILL START OUR MEETING THIS MORNING. I WOULD LIKE TWO WELCOME BOARD MEMBERS AS WELL AS THE PUBLIC THAT ARE JOINING US. THANK YOU FOR YOUR PATIENCE THIS MORNING. SOMETIMES TECHNOLOGY IS ON OUR SIDE, SOMETIMES IT IS NOT. WE WANT TWO REMIND MEMBERS DO TURN ON YOUR CAMERAS AND UNMUTE WHEN YOU ARE GOING TOO BE SPEAKING, MAKING A COMMENT. WE WANT REMIND YOU DO RAISE YOUR HAND.

USE THE RAISE YOUR HAND FEATURE ON TEAMS SO WE ARE AWARE YOU ARE GOING TOO BE MAKING A COMMENT. THAT WILL HELP WITH COMMUNICATION. WE WOULD LIKE TWO REMIND YOU IF YOU ARE JOINING US, THERE MIGHT BE A DELAY ON CAMERA. SO, BEFORE YOU START SPEAKING BEFORE YOU TURN YOUR CAMERA ON, GIVE IT A COUPLE SECONDS SO WE CAN GET YOU. AND KEEP IN MIND, AGAIN, WE ARE DEALING WITH TECHNOLOGY. IT SOMETIMES NEEDS A LITTLE BIT OF PATIENCE. I WOULD LIKE TWO INTRODUCE MYSELF. I AM MR. GODBOLD, I AM THE ADVISORY COMMITTEE CHAIR. I WOULD LIKE TO WELCOME MEMBERS AND HAVE THEM INTRODUCE THEMSELVES. MISS

CHRISTINA ARIANNA? >> YES, NOW WE CAN SEE.

>> MY NAME IS LEE GODBOLD. I AM A CERTIFIED INTERPRETER OUT OF

BOSTON. >> THANK YOU, MISS GODBOLD.

NEXT WE HAVE DR. RACHEL HARRIS.

>> HELLO, GOOD MORNING, EVERYONE. MY NAME IS DR.

RACHELLE HARRIS. AND THIS IS MY SIGN NAME. I AM A CERTIFIED INTERPRETER HERE IN AUSTIN. HELLO.

>> NEXT WE HAVE MISS ALAYNA WEBB.

>> I AM A CERTIFIED INTERPRETER IN SAN ANTONIO, TEXAS.

>> THANK YOU ALL. WELCOME AGAIN. AGAIN, MY NAME IS MARTIN VASQUEZ. I AM A CERTIFIED INTERPRETER. I CURRENTLY LIVE AND WORK IN SAN ANTONIO TEXAS.

>> MISS CATES? WE TURN IT OVER TO YOU.

>> GOOD MORNING. MY NAME IS KAYLA CATES BROWN WITH THE HEALTH AND HUMAN SERVICES COMMISSION. -- ADVISORY COMMITTEE -- THE TEXAS OPENS MEETINGS ACT. WE ASK EACH VIRTUAL ATTENDEE , TURN ON THEIR VIDEOCAMERA, STATE YOUR NAME EACH TIME, PRIOR TO BEGINNING

THEIR COMMENTS. >> PRESENTERS PARTICIPATING

[00:05:02]

>> PRESENT. >> MISS LEE GODBOLD?

>> HERE. >> DR. RACHELLE HARRIS?

[2. Consideration of February 2, 2024, draft meeting minutes]

>> -- WE WOULD LIKE TO MOVE TO AGENDA ITEM NUMBER TO, PLEASE.

>> THANK YOU, CHAIR. MEMBERS AGENDA ITEM NUMBER TO IS TO REVIEW AND APPROVE THE FEBRUARY 2ND, 2024 DRAFT MEETING MINUTES. MS. JONES SHARE THOSE WITH YOU ALL VIA EMAIL PRIOR TO THE MEETING. I WOULD LIKE NOW TO CALL FOR ANY EDITS OR CHANGES TO THE DRAFT. PLEASE RAISE YOUR HAND AND TURN ON YOUR CAMERA AND MICROPHONE IF YOU HAVE ANY EDITS OR COMMENTS.

MARTIN? >> YES, FOR AGENDA ITEM NUMBER SIX THE INTRODUCTORY PARAGRAPH , ONE EDIT THAT I HAD NOTICED.

THE SECOND SENTENCE , IT SAYS, OVERALL, THE DISCUSSIONS AIM.

THAT SHOULD BE'S. >> -- HEARING NO COMMENTS,

[00:10:05]

PROPOSED. >> -- THANK YOU, MA'AM. MS. ARELLANO, PLEASE NOTE THAT YOU ARE THE SECOND.

>> I SECOND LEE'S MOTION. >> THANK YOU. WE WILL PROCEED WITH THE VOTE. MEMBERS, WHEN YOU HEAR YOUR NAME, PLEASE RESPOND MARTIN VASQUEZ, NAY, OR ABSTAIN. MISS KRISTINA

ARELLANO? >> YEA.

>> MISS LEE GODBOLD? >> I WILL ABSTAIN.

>> THANK YOU. DR. RAYCHELLE HARRIS?

>> YES. YEA. >> THANK YOU. MR. MARTIN

VASQUEZ? >> YEA.

>> MISS ALAINA WEBB? >> YEA.

>> CHAIR VASQUEZ, YOUR MOTION PASSES. YOU MAY PROCEED. THANK

YOU. >> THANK YOU. I WOULD LIKE TO

[3. Update from Deaf and Hard of Hearing Services (DHHS)]

>> WE WILL ASK MR. BRIAN ROBINSON FOR THE DEAF AND HARD OF HEARING SERVICES REPORT. MR. ROBINSON, PLEASE?

>> ARE WE READY? OKAY, GOOD MORNING. MY NAME IS BRYANT ROBINSON. I AM THE DIRECTOR OF DEAF AND HARD OF HEARING SERVICES. I'M HERE TO SAY SOME UPDATES FROM DHHS. FIRST OF ALL, THIS MEETING IS VERY TIMELY BECAUSE OUR GOVERNOR ABBETT HAS ANNOUNCED THAT IT IS DEAF AWARENESS WEEK IN TEXAS.

AND SO, IT'S A TIME FOR US TO REFLECT ON ALL THE ACCOMPLISHMENTS OF DEAF PEOPLE. AND ALSO TO RECOGNIZE THE -- HOLD ON. -- I'M GOING TO PROVIDE STAFFING UPDATES. THE TRAINING AND EDUCATION TEAM HAS HAD TO DIFFERENT VACANCIES. THEY HAVE NOW BEEN FILLED. TO STAFF MEMBERS HAVE JOINED US OVER THE SUMMER. AND THEY HAVE HIT THE GROUND RUNNING. THEIR PRIORITIES CURRENTLY ARE REVIEWING AND UPDATING THE CONTENT AND TRYING TO FIND OUT NEW AREAS THAT ARE NEEDED FOR FUTURE TRAINING. ONE AREA OF FOCUS FOR THAT TEAM IS GOING TO BE TO INCREASE TRAINING OPPORTUNITIES FOR INTERPRETERS AND ITP STUDENTS. WE REALLY ARE LOOKING FORWARD TO SEEING WHAT COMES FROM THIS NEW AND STRONGER TRAINING TEAM. THE DEAF AND HARD OF HEARING WERE SAD TO ANNOUNCE -- NEXT,

[00:15:39]

LOCKHART, >> -- THE DEAF COMMUNITY IN OUR

[4. BEI manager report]

[00:20:47]

APPROXIMATELY 414 APPLICATIONS WERE ACTUALLY MARKED AS COMPLETE. AND APPROXIMATELY 540 PERFORMANCE TEST EXAMS WERE SCHEDULED. AND 523 WERE ADMINISTERED. -- THE DATABASE.

THE SAME TIME FRAME OF SEPTEMBER 1ST, 2023 TO AUGUST 31ST OF 2024, THE INTERPRETERS HAD ALREADY UPLOADED 1232 I.D.

DOCUMENTS , AND 8654 CU DOCUMENTS -- THAT THE BEI HAS IN AUTO MAC OF THOSE CERTIFICATES PER MONTH. YAY! ALSO, THE BEI IMPLEMENT A NEW SOUND PROOF BOOTH. IT'S SIMILAR TO WHAT AN AUDIOLOGIST WOULD USE AS A TESTING BOOTH. -- WHICH HAPPENE THIS PAST JUNE IN FORT WORTH. THERE WERE A LOT OF ATTENDEES.

AND WE WERE ABLE TO SHARE A BOOTH WITH THE DHHS TEAM. A LOT

[00:25:04]

THAT'S ALL MY UPDATES TO SHARE FROM THE BEI TEAM TODAY. AND AS ALWAYS, OUR WORK WILL CONTINUE. THE BEI TEAM AND ALLIE AS WELL WANTS TO THANK YOU ALL FOR EVERYTHING YOU HAVE DONE. THANK YOU, CHAIR VASQUEZ. FOR THE TIME, I WILL TURN IT OVER TO

YOU NOW. >> THANK YOU, MR. -- EXCUSE ME.

THANK YOU MR. >> -- I GET THE LOVELY

[5. Review advisory board bylaws]

[00:30:05]

-- WHICH YOU ARE ALL VERY FAMILIAR WITH. AND WE THANK YOU FOR YOUR CONTINUED SERVICE AS WE GO THROUGH THAT PROCESS.

RESIGNATIONS AND VACANCIES ARE ALSO COVERED IN THE BYLAWS. IF ANY MEMBER OF THE ADVISORY BOARD WISHES TO RESIGN, THE MEMBER WILL CONTACT IN WRITING OR VIDEO THE CURRENT CHAIR AND THE ADVISORY BOARD LIAISON, WHICH IS MYSELF, REQUESTING THE APPOINTMENT OF A SUCCESSOR. THE PRESIDING CHAIR AND VICE CHAIR , THEY ARE ELECTED BY THE ADVISORY BOARD MEMBERS AND WILL SERVE A TERM OF TO YEARS, AND NO MORE THAN TO CONSECUTIVE TERMS FOR THAT POSITION, FOR EITHER OF THOSE POSITIONS.

THERE IS ALSO A LIST OF EXPECTATIONS FOR THESE INDIVIDUALS IN THE BYLAWS AS WELL. SECTION 8 COVERS ADVISORY BOARD OPERATIONS AND MEETINGS. WE HAVE A WONDERFUL SUPPORT TEAM FROM THE ADVISORY COMMITTEE. -- NOT VOTE ON ANY A ITEMS THAT NEED TO BE TAKEN. THERE IS A SEGMENT THAT COVERS THE VOTING PROCESS AS WELL. I WILL LET YOU ALL READ THAT ON YOUR OWN. NOW, WHAT WE ARE DOING TODAY IS SIMILAR TO THIS NEXT SECTION TALKING ABOUT ADOPTION AND REVISION TO THE BYLAWS. AS I MENTIONED EARLIER, WE ARE REQUIRED AS A BOARD TO REVIEW THE BYLAWS EVERY TO YEARS, EVERY EVEN-NUMBERED YEAR BEFORE DECEMBER 31ST , WHICH WE ARE SATISFYING WITH THE SEGMENT TODAY. THE BYLAWS WILL BE ADOPTED AND AMENDED, PURSUANT TO A TO THIRDS VOTE OF MEMBERS ATTENDING THE MEETING. SO, IN THE EVENT ANYONE SHOULD HAVE RECOMMENDED EDITS BETWEEN NOW AND THE NEXT MEETING, THAT WOULD BE ADDED AS AN AGENDA ITEM FOR NEXT MEETING. WE WOULD TAKE A VOTE FROM THE BOARD MEMBERS THAT WERE -- TRAVEL EXP ALLOWANCES AND THINGS OF THAT

[00:35:08]

THANK YOU FOR YOUR TIME. >> THANK YOU, MISS JONES. DO ANY OF THE MEMBERS HAVE ANY QUESTIONS OR ANY SUGGESTIONS, EDITS AT THIS TIME? OKAY, SEEING NONE AT --

[6. Texas Education Agency presentation about interpreter requirements in the educational system]

[00:40:16]

>> HELLO, AND GOOD MORNING. MY NAME IS EMILY HEISS. AND I AM WITH THE TEXAS EDUCATION AGENCY. I AM THE DEAF AND HARD OF HEARING PROGRAM MANAGER, AND ALSO THE STATE DIRECTOR FOR THE REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF. I'M THRILLED TO BE HERE TODAY TO DISCUSS SOME VERY IMPORTANT TOPICS RELATED TO EDUCATIONAL INTERPRETERS. AS YOU KNOW, WE HAVE MANY, MANY EDUCATIONAL INTERPRETERS IN K-12 SCHOOLS. THEY SERVE THE DEAF AND HARD OF HEARING STUDENTS, AND I RECENTLY RECEIVED SOME QUESTIONS FROM THE BOARD, ASKING FOR SOME CLARIFICATION REGARDING THESE EDUCATIONAL INTERPRETERS. SO, I'M GOING TO ATTEMPT TO ANSWER YOUR QUESTIONS THAT WERE SUBMITTED. AND IF I PROVIDE AN ANSWER THAT YOU WOULD LIKE TO DISCUSS AND ASK ADDITIONAL QUESTIONS ABOUT, PLEASE FEEL FREE. BECAUSE OUR GOAL IS TO IMPROVE SERVICES FOR THESE DEAF AND HARD OF HEARING STUDENTS. ALL RIGHT. THE FIRST QUESTION WAS RELATED TO WHAT STATE OF TEXAS ACTUALLY REQUIRES FOR COMMUNICATION ACCESS IN K-12 ENVIRONMENTS. AND HOW -- THAT TE A.D.A. AND ACTUAL LAW DIMENSIONS QUALIFIED. HERE, WE HAVE ELEVATED OR RISEN THAT REQUIREMENT TO MEAN CERTIFIED.

QUALIFIED IS NOT GOOD ENOUGH. WE WANT SOMEBODY CERTIFIED BECAUSE WE KNOW THE EDUCATIONAL NEEDS ARE ALREADY ENDANGERED AT THIS TIME. SO, WE REQUIRE CERTIFICATION. NOW, HOW DO WE ACTUALLY MONITOR THAT? WE HAVE GIVEN THAT TO THE LOCAL EDUCATION AGENCIES, OR LEA , THEY SHOULD MONITOR THIS AND WORK THIS OUT ACCORDING TO HR, HAVING THESE POLICIES IN PLACE THAT ONCE AN INTERPRETER COMES IN AND IS HIRED, THEY MUST BE CERTIFIED. SO, ANY QUESTIONS ABOUT THAT BEFORE I MOVE ON TO NUMBER TO? OKAY. NUMBER TO, I WAS ASKED TO DESCRIBE DIFFERENT POSITIONS IN K-12. -- WHERE PEOPLE ARE THERE IN PROVIDING COMMUNICATION ACCESS TO THOSE DHHS OR DHHS STUDENTS. YOU MAY HAVE ALREADY SEEN THIS , I'M SURE IT HAS COME UP A LOT. THE WORD COMMUNICATION FACILITATOR. THERE IS ALSO COMMUNICATION ASSISTANT, AND SUPPORT SPECIALIST.

-- DOING IS PROVIDING COMMUNICATION ACCESS AND FACILITATING COMMUNICATION IN A DEAF EDUCATION CLASSROOM WITH THE MONITORING OF A DEAF EDUCATION TEACHER. AND SO, IT IS VERY SIMILAR TO WHAT WE WOULD CALL A PARAPROFESSIONAL AID. AND THOSE THREE TERMS TYPICALLY ARE USED INTERCHANGEABLY. IT JUST DEPENDS ON THE SCHOOL AND THE LOCATION IN TEXAS, YOU KNOW, YOU HAPPEN TO HAVE PEOPLE -- THEY USE THEM ALL THE SAME. SO, ANY QUESTIONS ABOUT THAT? -- TH

[00:45:34]

THEY ARE AWARE. BUT AS WE ALL KNOW, THERE IS A HUGE, CRITICAL SHORTAGE OF INTERPRETERS IN THE WHOLE STATE, NOT JUST, YOU KNOW, OUT IN THE COMMUNITY, BUT FOR EDUCATION AS WELL. WE KNOW THE ELIEZER AND REGIONAL DAY SCHOOL PROGRAMS ARE TRYING THEIR BEST TO FILL THESE NEEDS. END, WE ARE REALLY TRYING TO ATTRACT INTERPRETERS TO THIS -- WORKED WITH THE SCHOOL POSSIBLY FOR A YEAR TO TAKE THESE OTHER INDIVIDUALS AND PREPARE THEM -- PREPARE THEM TO TAKE A CERTIFICATION. WE HOPE THAT WOULD HAPPEN BY THE END OF THE SCHOOL YEAR OR POSSIBLY DURING THE SUMMER. WE HAVE SEEN A HUGE IMPROVEMENT FROM THIS. I BELIEVE IT WAS JUST LAST YEAR THAT WE HAD ABOUT 30 MENTEES,

[00:50:03]

-- WE HAVE TO MAKE SURE PEOPLE UNDERSTAND THAT THEY ARE EDUCATIONAL ROLE MODEL -- THAT'F THE QUESTIONS I HAD. WHAT I RECEIVED FROM YOU -- HOWEVER, IF YOU HAVE ADDITIONAL QUESTIONS AT THIS TIME, I'M WILLING TO TRY TO ANSWER. I DO

SEE A HAND UP. >> SORRY, I HAVE TO GET MY MIKE WORKING. THIS IS ALAINA WEBB. HI, EMILY. THANK YOU FOR BEING HERE AND ANSWERING QUESTIONS. I DO HAVE A COUPLE QUESTIONS FOR YOU. I -- IN THESE SCHOOLS -- THE CONCERN WE HAVE, YOU KNOW, IS MANY SCHOOLS ARE USING THESE FOLKS AS

[00:55:02]

>> THERE ARE TOO MANY BUTTONS TO PUSH, THANKS, EMILY. THAT , I THINK, TIES TOGETHER WITH THE OTHER THING YOU TALKED ABOUT WITH INTERPRETER PAY SCALE ACROSS THE COMMUNITY. IT IS COSTLY TO HAVE TO HIRE COMMUNITY INTERPRETERS BECAUSE YOU ARE GOING TO PAY AGENCY PRICES FOR COMMUNITY INTERPRETERS. AND IT IS COSTLY. PROVIDING, I GUESS, THE PART THAT I STRUGGLE WITH IS IT'S OUR CHILDREN'S EDUCATION AT STAKE. AND THAT -- THAT THAT'S NOT WORKING, EITHER.

[01:00:28]

-- WITH THEM USING COMMUNICATION ASSISTANCE. SO, THE LANGUAGE IS IMPORTANT. I FEEL THAT IS SOMETHING THAT TDA IS DOING A FANTASTIC JOB OF REMINDING -- I KNOW THAT MOVES VERY SLOWLY, CHANGE DOES NOT HAPPEN OVERNIGHT. BUT I'M GOING TO SAY FROM 1989 UNTIL 2024 IS DEFINITELY NOT OVERNIGHT. SO, WHAT KIND OF MEASURES CAN TDA USE AS DISCIPLINE? BECAUSE PUTTING UP A KNOTTY NOTE IN YOUR PROGRAM REVIEW DOES NOT SEEM ANY MORE SUCCESSFUL THAN ASKING TO PLEASE CHANGE YOUR LANGUAGE, AND DON'T ASK THESE COMMUNICATION FACILITATORS, DON'T ASK THEM TO INTERPRET. I

FEEL LIKE WE NEED MORE. >> YES, AND I KNOW. YOU KNOW, THE PROGRAM REVIEW IS A RECENT THING THAT IS STARTING. AND AS YOU SAID, YOU KNOW, THINGS DON'T HAPPEN OVERNIGHT. BUT IT IS HOPEFULLY GOING TO TRICKLE DOWN. AND WE DID RECENTLY COME UP WITH ANOTHER IDEA. I KNOW THAT EACH LEA HAS ITS OWN MONITORING PIECE WHICH COMES FROM TDA OVERALL. THAT'S NOT FROM ME. THAT'S NOT MY JOB AS THE DEAF AND HARD OF HEARING PROGRAM MANAGER TO MONITOR THE ENTIRE LEA, BUT WE HAVE A HUGE TEAM OF MONITORING PEOPLE THAT ACTUALLY LOOK AT ALL THE SPECIAL ED FILES AND AUDIT THEM. RECENTLY, THIS YEAR, WE HAVE ASKED THE MONITORING TEAM TO PLEASE INCLUDE THE DEAF EDUCATION PART. AND SO, WHAT I MEAN, FOR EXAMPLE, WHEN THEY ARE PLANNING TO COME TO AUSTIN ISD FOR EXAMPLE, THEY WILL PROVIDE MONITORING OF THE SPECIAL ED PROGRAM AS A WHOLE.

THEY TYPICALLY PULL RANDOM FILES AND REVIEW THOSE. IT'S CALLED A DESK REVIEW. THEY SWEEP THROUGH EVERYTHING.

SOMETIMES, THEY WILL DO A SITE VISIT. -- DISCUSSION WITH THEM TO MAKE SURE THEY UNDERSTAND OUR REQUIREMENTS. IT IS VERY SPECIALIZED. I WANT TO MAKE SURE IT'S DONE APPROPRIATELY AND EVERYTHING IS IN THE STUDENTS FIRE AS REQUIRED. SO, THEN WE CAN DO THE TEACHER CERTIFICATION, INTERPRETER CERTIFICATION, AND ALL THE APPROPRIATE IEP GOALS. AND WHAT ALL IS BEING

[01:05:20]

THERE'S. >> THANK YOU , ALSO, WE WOULD

[01:10:25]

>> ALL RIGHT. GOOD MORNING. GOOD TO SEE YOU. I AM NOW FORGETTING THE SECOND THING I WAS GOING TO ASK YOU, BUT I STILL DON'T REMEMBER THE FIRST THING I WAS GOING TO ASK YOU. I RECOGNIZE WE OFTENTIMES REFER TO LOCAL CONTROL. AND I ALSO DON'T WANT TO SAY THAT MONEY IS THE END-ALL BE-ALL FOR WHY

WE AREN'T ABLE -- >> PROFESSIONAL SCALE THAT IS LAID OUT, BUT INSTEAD TO ADVANCE THE PROFESSIONAL LEVEL.

LEAS ARE OKAY ACCEPTING THAT. OTHERS WERE NOT. AND WE ARE TRYING TO FIGURE OUT WHY. THERE ARE SOME BARRIERS WITHIN THE LEVELS OF EDUCATION , AS YOU KNOW. AND THERE ARE SOME OTHER REALLY ODD REASONS THAT CREATE BARRIERS. BUT AT THE SAME TIME, WE RECOGNIZE THIS. AND, I THINK, AGAIN, IT'S GOING TO GO BACK TO THE CONTINUATION OF EDUCATING PEOPLE THAT INTERPRETERS AREN'T THE SAME AS A TEACHER IN SO MANY WAYS FOR OUR FIELD. AND SO, THERE SHOULD BE SOME KIND OF A UNIQUE SEPARATE PAY SCALE ALONE, MAYBE? JUST FOR AN ASL INTERPRETER? AND THAT HAS BEEN MY OPINION. BUT I THINK, AGAIN, IF WE ARE ALL WORKING TOGETHER, WE ARE ABLE TO LOOK AT THIS AND FIGURE OUT FROM THE LEAS, THE HR BARRIER, WHAT IS IT? WHY DON'T THEY WANT TO DO THAT VERSUS OUR BARRIER COMPARED TO EVERYONE ELSE'S? WE CAN MAKE THIS WORK. IT'S JUST GOING TO REQUIRE LIKE I ALREADY MENTIONED, THE TRI-AGENCY INITIATIVE. WE HAVE TO GET TOGETHER, COURTNEY AND FIGURE IT OUT. AND THAT IS SOMETHING THAT IS ON OUR LIST TO TRY TO

BREAK DOWN, AS YOU KNOW. >> I THOUGHT OF MY SECOND QUESTION. I REMEMBERED IT. IS THERE ANY CHANCE, OFF THE TOP OF YOUR HEAD, DO YOU HAVE ANY FIGURES -- WE WERE JUST SAYING THAT WOULD BE VALUABLE INFORMATION FOR DISTRICTS RECOGNIZING THE VALUE OF STAFF VERSUS THE COST OF WORKING SOLELY WITH AGENCIES, AND ALSO CONSIDERING THE FACT THAT WE KNOW THAT FOR THE SAKE OF ACCESS TO EDUCATION, IT WOULD BEHOOVE THEM TO HAVE SOME SOURCE STABILITY , FIGHTING THAT ACCESS ON A DAY-TO-DAY BASIS VERSUS SOMEONE BEING SWITCH OUT EVERY DAY . OKAY. THANK YOU. APPRECIATE YOU, EMILY, I KNOW YOUR JOB IS NOT AN EASY ONE, SO, THANK YOU FOR

FIGHTING THE GOOD FIGHT. >> YES, AND I DO WANT TO MAKE A COMMENT ABOUT THE CONTRACT INTERPRETERS. WE DO SEE SOME DEPARTMENTS ARE TRYING TO MAKE THE CONTRACT INTERPRETER

[01:15:11]

>> THANK YOU, MISS GODBOLD. MISS ARELLANO ALSO HAD A

COMMENT. >> YES, THANK YOU, EMILY, SO MUCH FOR ALL THE INFORMATION YOU HAVE BEEN ABLE TO SHARE WITH US TODAY. AND THANK YOU, ALAINA WEBB AND LEE FOR ALL YOUR CONTRIBUTIONS AS WELL. I -- ALONG WITH LEE'S QUESTION ABOUT, YOU KNOW, IS THERE -- CAN WE PROPOSE, YOU KNOW, SOMETHING FOR THE PROFESSIONAL PAY? I THINK, ONE OF THE OBSTACLES WE WILL FACE IS THAT, YOU KNOW, THE TEACHERS AND THE SCHOOL DISTRICTS REQUIRE A CERTAIN LEVEL OF EDUCATIONAL ATTAINMENT, AND IT IS DIFFERENT FOR INTERPRETERS. SO, AND -- I'M JUST KIND OF THINKING OUT LOUD, HERE. I THINK -- I THINK THAT IS GOING TO BE A POINT OF CONFUSION OR, YOU KNOW, FOR THE STATE TO SAY, WHY SHOULD WE PAY AN INTERPRETER THE SAME WAY OR ALMOST EQUAL TO A TEACHER IF THEY HAVE NOT ATTAINED THAT EDUCATIONAL DEGREE? SO, IS THERE ANY WAY THERE COULD EVEN BE ROOM WITHIN, I GUESS, THE -- YOU KNOW, A PROFESSIONAL PAY SCALE TO SAY, YES, FOR A CERTIFIED INTERPRETER WITH AN ASSOCIATES DEGREE, IT COULD BE THIS LEVEL AS OPPOSED TO A BACHELORS OR EVEN A MASTERS DEGREE, YOU KNOW? SO, THAT'S JUST A THOUGHT I AM HAVING BECAUSE, YOU KNOW, I MIGHT BE WILLING TO GO WORK FOR A SCHOOL DISTRICT FULL TIME IF I COULD GET, YOU KNOW, THE PAY THAT I FEEL I HAVE LEARNED THROUGH MY STUDIES AND CERTIFICATION. -- AS OPPOSED TO SOMEBODY WHO IS A LITTLE BIT NEWER, NOT MUCH EXPERIENCE WITH AN ASSOCIATES DEGREE. BECAUSE, YOU KNOW, ALL OF US HAVE WORKED HARD FOR OUR CERTIFICATIONS AND EDUCATION. SO, THAT WAS JUST ONE KIND OF THOUGHT THAT I HAD, MAYBE DIFFERENTIATION AMONG THAT.

ALSO, IT WOULD -- IN THE CORPUS CHRISTI AREA , AND OUR LOCAL REGIONAL DAY SCHOOL PROGRAM DIRECTOR IS -- WE ARE A SMALL COMMUNITY. WE ALL KNOW EACH OTHER. AND THEIR ROLE AS THE DIRECTOR ALSO WITH HER SCHOOL DISTRICT, THE LOCAL HERE INCLUDES THEM OVERSEEING SPEECH THERAPY. -- WHICH IS HUGE FOR OUR DISTRICT. SO, THEIR TIME IS ALSO SPLIT BETWEEN RDSPD AND SPEECH. AND THEY USED TO HAVE VISION SERVICES AS WELL, BUT UNFORTUNATELY, -- FORTUNATELY, THEY WERE ABLE -- ACTION ON TE A'S LEVEL TO ADVOCATE MORE MAYBE FOR SUPERVISORS THAT MIGHT BE IN THAT TYPE OF POSITION ELSEWHERE IN THE STATE, THAT THEY COULD SOLELY FOCUS ON THE RDS PD PROGRAMS, YOU KNOW, MENTORING, PROVIDING WHAT THE NONCERTIFIED PEOPLE ARE, YOU KNOW, TO LIFT THEM UP, IF THERE IS ANYTHING THAT TDA COULD HAVE A SAY IN ABOUT THAT OR WITH THE LOCAL AGENCIES OR AT THE SCHOOL DISTRICT LEVEL, IF THERE'S ANYTHING THAT CAN BE PROVIDED FOR THAT, THAT WOULD BE AMAZING. AND, I KNOW, AGAIN, WE CAN TAKE THIS TIME, BUT THAT WAS -- IN THE SCHOOL DISTRICT. THANK YOU.

>> YES, THOSE ARE GOOD QUESTIONS.

[01:20:05]

AND AGAIN, THAT'S ANOTHER THING WE COULD WORK ON AND TRY TO FIGURE OUT. HOW CAN WE GIVE SUPPORT TO THOSE ROLES, AND I LIKE TO HAVE TIME TO THINK ABOUT THAT, AND WHAT THAT CAN LEAD US TO, AND WHAT ROLES CAN BE, AND WHAT SHOULD IT LOOK LIKE? AND HOW CAN WE BEST PROVIDE SUPPORT TO THOSE STUDENTS, AND TRY TO FLESH OUT THOSE ROLES AND PROVIDE FLEXIBILITIES, SO THAT'S WHERE THE LEA IS MORE UNDERSTANDING OF WHAT WE ARE GOING THROUGH, ALSO, WITH PROGRAM REVIEW REPORTS, DOCUMENTATION, IT'S REALLY AN IN-DEPTH REPORT AFTER 150 PAGES LONG, AND THOUGH SUPERVISORS THEMSELVES HAVE TO BE RESPONSIBLE FOR THAT. AND SO, I AM HOPEFUL THAT THIS REPORT WOULD, YOU KNOW, KIND OF OPEN THEIR EYES TO THIS. AND IF THEY ARE NOT DOING A GOOD JOB BECAUSE OF THESE DIFFERENT SITUATIONS, THEY ARE TAKING RESPONSIBILITY WITH SPEECH IMPAIRMENT, VISION IMPAIRMENT AND ALL THESE OTHER ROLES, AND THE REPORT WILL HAVE AN IMPROVEMENT, AND HOPEFULLY, ELIMINATE THE ROLES AND DUTIES THEY ARE RESPONSIBLE FOR. BUT AGAIN, THESE ARE ONE OF THE MANY THINGS WE ARE TRYING TO DO, BUT I AM AT LEAST HAPPY TO HEAR YOUR SUGGESTIONS AND COMMENTS, BRING THEM ON. I AM WILLING TO HEAR THOSE. --

>> I DON'T PRESUME TO DICTATE TO YOU WHAT YOUR JOB IS, BUT FROM PERSONAL EXPERIENCE, IT SEEMS THAT SOMETIMES -- AND PERHAPS IT IS A LIMITED EXPERIENCE BECAUSE IT WAS WITH ONLY WITH ONE LEA OR A FEW LEAS, IT WAS PERHAPS TWO -- T.E.A. WAS STEERING THEM IN THE WRONG DIRECTION WITH A WINK, YES, WE WILL DO THAT, AND THEN NOT FOLLOWING THROUGH. I JUST WANTED TO REITERATE THAT WE FIRMLY BELIEVE THAT K-12 EDUCATIONAL INTERPRETING IS A NOBLE JOB , AND OUR CHILDREN DESERVE THE VERY BEST THAT WE CAN PROVIDE FOR THEM. I WOULD SAY FROM THE INTERPRETER'S STANDPOINT, FROM ANY STANDPOINT, EDUCATING OUR CHILDREN IS AS IMPORTANT AS ANY OF THE OTHER FIELDS OR SPECIALTIES AS INTERPRETING.

ONE OF THE THINGS -- SOME CURRENT INFORMATION IS, THROUGHOUT THE STATE, THERE ARE ABOUT 60 VACANCIES IN LOCAL EDUCATIONAL REGIONS. AND ONE QUESTION WOULD BE, WHAT IS THE AVERAGE PAYMENT? I KNOW THERE'S GOING TO BE A GREAT

[01:25:05]

[7. Discuss interpreter referral agencies using unqualified interpreters]

>> THANK YOU. >> OKAY. WE ARE GOING TO HAVE THE OPPORTUNITY NOW TO DISCUSS ISSUES RELATED TO REFERRAL AGENCIES USING UNQUALIFIED INTERPRETERS. WE HAVE -- WE RECENTLY STARTED THIS CONVERSATION A COUPLE OF

MEETINGS BACK, >> SURE. -- CONTINUE WORK LOOKING AT WHAT PARALLELS CAN WE DRAW? WHAT IDEAS CAN WE DRAW FROM AGENCIES THAT ARE CONTROLLED OVER THE TEXAS DEPARTMENT OF LICENSING AND REGULATIONS? TDL ARE HAS SOME WONDERFUL THINGS IN PLACE FOR THE AGENCIES THEY GOVERN. THERE

[01:30:02]

-- WHAT HAPPENS FOR VIOLATIONS OF THOSE? I THINK THAT OUR SUBCOMMITTEE HAS A LOT MORE TO EXPLORE. IT MIGHT BE BECAUSE WE DON'T HAVE LICENSURE. I HAD TO GO BACK AND REALLY LOOK AT HOW -- WHAT IS THE DIFFERENCE? AND WE KIND OF KNOW THE DIFFERENCE.

BUT A LICENSE IS SOMETHING ISSUED BY A GOVERNING BY A STATE AGENCY. AND YOU ARE REQUIRED TO HOLD THAT LICENSE IN ORDER TO WORK IN A PROFESSION. A CERTIFICATE IS SOMETHING THAT IS ISSUED BY A PROFESSIONAL ORGANIZATION THAT DETERMINES A PROFICIENCY LEVEL, QUALITY LEVEL, BUT IT IS NOT REQUIRED TO WORK IN A PARTICULAR OCCUPATION PROFESSION. WE HAVE CERTIFICATION, AND THAT'S WHERE WE ARE RIGHT NOW. THAT IS THE WHEELS OF PROGRESS THAT MOVES SLOWLY. WE HAVE REQUESTED , DISCUSSED, AND TALKED ABOUT LICENSURE FOR MANY YEARS. BUT I THINK THAT CONVERSATION WILL CONTINUE AS FAR AS LICENSURE FOR INTERPRETERS. THIS PARTICULAR SUBCOMMITTEE IS LOOKING AT LICENSURE FOR AGENCIES, AND THERE IS 90 OF PRECEDENCE ALREADY IN EXISTENCE THAT SHOWS THAT THE STATE OF TEXAS DOES LICENSE CERTAIN TRUST PROFESSIONS SO THAT PEOPLE WHO REACH OUT TO THEM WHO USE THEM ARE GUARANTEED A CERTAIN LEVEL OF QUALITY, A CERTAIN LEVEL OF COMMITMENT ON THAT AGENCIES PART -- TO FOLLOWS AND GUIDELINES THAT ARE IN PLACE AND USE ONLY CERTIFIED INTERPRETERS. I KNOW MATT DICKENS AND RANDY TURNER SPOKE A FEW BOARD MEETINGS AGO WHEN THEY CAME IN TO TALK ABOUT CS AS A AND BROUGHT UP THE QUESTION, COULD THAT BE CONSIDERED MISUSE OF PUBLIC FUNDS IF YOU'RE NOT FOLLOWING THE LAWS AND USING FUNDS TO PAY FOR INTERPRETERS? IT DIDN'T REALLY -- THE SUBCOMMITTEE DID NOT REALLY LOOK A WHOLE LOT AT THAT OTHER THAN TO SAY, I THINK, ACCOUNTABILITY STARTS WITH THE FRAMEWORK WE ARTY HAVE IN PLACE. SO, T.E.A. AND STATE AGENCIES ALREADY HAVE A FRAMEWORK IN PLACE. THAT WOULD BE A GREAT PLACE FOR US TO START AND SEE WHAT TYPE OF ACCOUNT ABILITY CAN WE PUT -- WHAT KIND OF ACCOUNTABILITY CAN WE ADD TO EXISTING FRAMEWORKS? ONE OF THE THINGS THAT BOTH OF THE SUBCOMMITTEES HAS CONSIDERED IS ANYTHING THAT WE RECOMMEND THAT DHHS CHOOSES TO IMPLEMENT -- BUT WHEN YOU READ DEFINITIONS, THE DEFINITION OF AGENCY AND PROVIDER VERY CLEARLY ALIGN WITH WHAT WE DO. SO, THAT MIGHT BE AN OPTION.

AND THAT WOULD GO UNDER TDLR. IT WOULDN'T BE NECESSARILY EXTRA WORK FOR BEI STAFF. THE OTHER THING WOULD BE TO LOOK AT

[01:35:03]

>> FORGIVING US THAT PIECE OF INFORMATION REGARDING THIS SUBCOMMITTEE , DO ANY OF THE OTHER MEMBERS OF THE SUBCOMMITTEE HAVE ANY INPUT? OR MISS ARELLANO, DO YOU HAVE ANY QUESTIONS OR SOMETHING YOU WOULD LIKE TO COMMENT CONCERNING THIS? WHILE YOU ARE THINKING OF QUESTIONS, I WOULD LIKE TO ADD , FIRST OF ALL, THANK YOU FOR ALL OF THAT. THAT WAS A GREAT SUMMARY OF WHAT YOU HAVE DONE SO FAR. I THINK THAT HAVING AGENCIES LICENSED, IT'S SOMETHING WE HAVE NOT TRIED YET. WE HAVE BEEN TRYING TO FOCUS SOLELY ON THE INTERPRETERS THEMSELVES. BUT THE AGENCIES ARE THE ONES WHO SEND PEOPLE OUT FOR THE MOST PART. SO, THERE IS SOME ACCOUNTABILITY ON THEIR SHOULDERS . IT WOULD REALLY BE IN OUR BEST INTEREST, I THINK, AND AS YOU MENTIONED, THERE ARE MANY, MANY REPUTABLE AGENCIES WHO WOULD PROBABLY BE VERY WILLING TO HAVE THAT RECOGNITION AS WELL. AND IT IS NOT SOMETHING WE ARE NOT -- THAT WE ARE UNFAMILIAR WITH.

FOR EXAMPLE, WHENEVER YOU APPLY FOR A NEW JOB, YOU -- THERE IS A REQUIREMENT YOU HAVE TO SUBMIT CERTAIN KINDS OF PAPERWORK THAT SHOW THAT YOU ARE A CITIZEN, AND YOU CAN LEGALLY WORK. MAYBE NOT A CITIZEN, BUT YOU CAN LEGALLY WORK WITHIN THE UNITED STATES. SO, WE ARE ALREADY USED TO THOSE KINDS OF TRANSACTIONS GOING ON PRIOR TO ACTUALLY GETTING A JOB. SO, IT SEEMS THAT MIGHT SEEM A NATURAL PART OF BUSINESS FOR ANY AGENCY, BEFORE YOU CAN GET HIRED ON, WE HAVE TO ENSURE THAT YOU ARE CERTIFIED. THERE MAY BE SOME OTHER IDEAS GENERATED BY THIS DISCUSSION THAT -- THAT WE CAN HAVE IN THE FUTURE. IF THERE IS NO FURTHER COMMENT ON THAT, OR ANY OTHER QUESTIONS RELATED TO THIS AT THIS TIME, DR. HARRIS,

PLEASE. >> HELLO, EVERYONE. I WANTED TO GO AHEAD AND ADD MY THOUGHTS TO THIS. THANK YOU, MS. WEBB FOR SUMMARIZING WHAT THE SUBCOMMITTEE HAS DONE SO FAR.

YOU KNOW? IT IS A LOT. THE TEXAS STATE GOVERNMENT HAS SO MANY DIFFERENT MECHANISMS THAT WE MIGHT NEED TO EXPLORE. AND SO, YOU KNOW, ESPECIALLY WHEN IT COMES TO MONITORING, AND HOW THE AGENCIES REFER AND USE UNQUALIFIED INTERPRETERS , YOU KNOW? THEY ARE OUT THERE WORKING. HOW DO WE ACTUALLY WATCH THIS? AND SO, I THINK IT IS IMPORTANT THAT WE SUBMIT OUR QUESTIONS TO LEGAL, AND SEE WHAT WOULD BE THE BEST BET? HOW DO WE ACTUALLY MAKE THIS HAPPEN? WHAT'S GOING TO BE SUPPORTED FOR US TO MOVE ALONG WITH? -- LEADING THE

[01:40:12]

THAT DOES NOT MITIGATE THAT WE CANNOT START AT SOME POINT.

MANY OF OUR LAWS HAVE STARTED THAT WAY. WE DID NOT HAVE THEM AT ONE POINT. AND NOW WE DO, AND WE HAVE TO COMPLY WITH THEM. THERE WILL BE SOME PEOPLE WHO ARE NOT NECESSARILY HAPPY WITH IT. I THINK, FOR THE MOST PART, IT WILL BE A GREAT SERVICE TO THE DEAF COMMUNITY, AND CERTAINLY TO THE INTERPRETING COMMUNITY, BECAUSE IT IS GOING TO DISTINGUISH PROFESSIONALS FROM NONPROFESSIONALS. AND I THINK THAT IS A KEY PART OF THIS AS WELL, PERHAPS, WE HAD NOT DISCUSSED THIS IN THE PAST. THERE IS -- ANY FURTHER COMMENT

ON THIS? MS. WEBB? >> ACTUALLY, I HAD ONE QUICK QUESTION THAT DR. HARRIS BROUGHT UP, THAT I REALLY APPRECIATE THE REMINDER TO. WE DO HAVE SOME GENERAL QUESTIONS . THE SUBCOMMITTEE CONTINUES TO WORK. WE WILL HAVE MORE QUESTIONS THAT COME UP. JUST A POINT OF CLARIFICATION, WHERE DO WE SUBMIT THOSE THINGS? SO, JAMIE IS INDICATING WE CAN SEND THOSE QUESTIONS TO HER BECAUSE , AS DR. HARRIS MENTIONED, WE HAVE QUESTIONS FOR COUNCIL, AND WE ARE NOT SURE -- WE DON'T WANT TO GO DOWN TO BUNNY TRAIL WE DON'T NEED TO BE ON. WE WANT TO MAKE SURE WE ARE SUBMITTING THE RIGHT QUESTIONS, AND WE WILL SEND THOSE TO JAMIE. THAT IS A QUICK POINT

>> THANK YOU. IF THERE IS NO FURTHER DISCUSSION, THANK YOU ALL FOR BRINGING UP THOSE IDEAS, AND FOR MAKING THOSE

[8. Discuss criteria and methodology when determining BEI certified interpreter disciplinary action]

WEBB TO GIVE US AN UPDATE. >> OKAY. THANK YOU. THE SUBCOMMITTEE THAT HAS WORKED ON LOOKING AT WHAT TYPES OF DISCIPLINARY ACTIONS WE MIGHT CONSIDER IS A LITTLE MORE DIFFICULT THAN THE AGENCY, BECAUSE THERE ARE PRECEDENTS SET OUT THERE AS DR. HARRIS MENTIONED. THERE ARE MANY MECHANISMS BY WHICH MONITORING MIGHT TAKE PLACE WITH AGENCIES BECAUSE THERE ARE AGENCIES ALL ACROSS TEXAS WHO ALREADY OPERATE UNDER LICENSURE LAW. WHEN IT COMES TO INDIVIDUAL INTERPRETERS, BECAUSE THE STATE OF TEXAS DOES NOT CURRENTLY -- I WILL REFER BACK TO WHAT MR. VASQUEZ SAID, WE DO NOT CURRENTLY REQUIRE CERTIFICATION IN ORDER TO WORK IN THIS PROFESSION, IT DOES NOT MEAN THAT WE WON'T AT SOME POINT DOWN THE ROAD, WE ARE WORKING WITH WHAT WE HAVE RIGHT NOW. IT IS DIFFICULT, AGAIN, -- ALTHOUG NOT ALSO HAPPENING BECAUSE

[01:45:13]

WE KNOW THAT THERE ARE FOLKS OUT THERE WHO WILL CONTINUE TO WORK WITHOUT CERTIFICATION, AND I LOVE THAT MS. HEISS WAS ABLE TO GIVE US A GREAT SUMMARY OF WHAT TA -- MISDEMEANOR TO DO SO WITHOUT THAT , ONE OF THE CHALLENGES WITH THAT -- HAS THE TO REQUEST AN -- FOR LAW. IF WE DON'T TOUCH THE CERTIFICATE, COULD WE ASK HHS SEE TO CONSIDER CHANGING THEIR RULE, - TIMES, AND BAD THINGS HAPPEN TO YOU. WHAT IF WE LOOKED AT MONETARY FINES FOR INTERPRETERS FOR WHO VIOLATE THIS, DEPENDING ON THE EGREGIOUS NESTS -- I KNOW THERE HAVE BEEN SEVERAL SITUATIONS IN THE PAST WHERE THIS HAS COME UP. I THINK, DEPENDING ON THE NATURE OF THE VIOLATION, PERHAPS WE CAN LOOK AT INSTITUTING MONETARY FINES . I AM COMPLETELY OUT OF MY HEAD, LIKE A $500.00 FIND IF YOU WERE TO VIOLATE THIS THE FIRST TIME.

THE INTERPRETERS CERTIFICATION , BUT THERE IS SANCTION. THE LAW PERMITS HHS SEE TO DO A RULE CHANGE. THAT IS ONE THING WE WOULD LIKE TO CONSIDER ASKING FOR THAT RULE TO BE FLESHED OUT. HAVE MORE DIRECTION AS TO WHAT ADMINISTRATIVE SANCTIONS COULD COME UP. AGAIN, FOR MISS JONES, THESE ARE QUESTIONS WE WILL SEND TO YOU TO PASS ON TO OUR LEGAL COUNCIL. WE WOULD LOVE TO HAVE OUR LEGAL COUNCIL JOIN US AT SOME POINT. I THINK THAT WOULD BE LOVELY. -- HAVING HER.

BUT -- MIGHT MAKE SOME INTERPRETERS FEEL A LITTLE --

[01:50:51]

>> PLEASE STAND BY FOR REALTIME CAPTIONS.

>> I HAVE CREATED WORKSHOPS FOR INDIVIDUAL PLACES THAT HAD TRAINING IN THIS AREA. COULD YOU RUN A WORKSHOP FOR IT? AT THAT TIME THEY WERE TOTALLY WILLING TO DO THAT. THE OTHER OPPORTUNITY MIGHT BE LOOKING AT RUNNING A POOL OF QUALIFIED MENTORS. RATHER THAN JUST ASSIGNING RANDOM 10 HOURS OF TRAINING, WE ARE GOING TO REQUIRE THAT YOU WORK WITH STATE APPROVED MENTORS, WHATEVER WE DECIDE TRAINING THAT HAVE TO SEEK OUT ON THEIR OWN. AGAIN, MISS KRISTINA ARELLANO AND MYSELF, WANTED TO AVOID RANDOM RECOMMENDATIONS THAT WOULD REQUIRE ADDITIONAL BURDENS ON OUR ALREADY VERY

>> THIS IS A GREAT SUMMARY OF WHAT WE HAVE BEEN TRYING TO

[01:55:01]

>> THANK YOU, MISS KRISTINA ARELLANO. I BELIEVE THAT OUR APPROACH NEEDS SOME REHABILITATION AS WELL. HOW WE DEAL WITH THESE KINDS OF THINGS, SO THAT THEY CAN BE MUCH MORE EFFECTIVE. REALLY IMPACTING ANYONE WHO NEEDS AN ADJUSTMENT, AS FAR AS THEIR PRACTICES. IN SOME CASES, THIS IS NOT EFFICIENT. EFFECTIVE, RATHER. LOOKING AT DIFFERENT WAYS. IF THERE ARE NO FURTHER COMMENTS OR QUESTIONS, REGARDING THE WORK OF THIS SUBCOMMITTEE, WE WANT TO THANK MISS RAYCHELLE HARRIS, AND MARTIN VASQUEZ, FOR THE CONTRIBUTIONS THAT WERE MADE TO THIS. OBVIOUSLY, IT HAS GENERATED A LOT OF WORK. THEY HAVE HAD TO GO THROUGH THIS, AS WELL AS MAYBE SOME WAYS OF THINKING OUTSIDE THE BOX. MAYBE

NOT >> TALKING ABOUT FUTURE

[9. Planning for future certification test development]

[02:00:05]

WORK THAT >> IT IS OF COURSE ALL REDACTED DATA. IT IS JUST ASTOUNDING, AT HOW WELL THIS IS RUN. THE TEST IS A SOUND. BECAUSE OF THOSE

TWO FACTORS, THE TEST IS >>

>> TAITTINGER -- TAKING THE NEXT CURRENT MODEL THAT WE HAD.

IT TOOK WHAT LEARNING AND CREATING THE TEST LOOK LIKE. WE ARE COMING UP ON OUR 15TH YEAR. PREVIOUS TEST, STOOD FOR 25 YEARS. WE ARE LOOKING AT UPDATING THE CONTENT LANGUAGE.

THIS IS NOT STAGNANT. IT >> THINK THAT WE ARE COMING UP -- WITH A TIMELY DISCUSSION FOR US TO START LOOKING AT WHAT IT WOULD TAKE TO CREATE A NEW TEST. WHAT TYPE OF FUNDING MIGHT BE NEEDED. CERTAINLY SOMETHING THAT WE NEED TO BE CONSIDERING FOR FUTURE BUDGET TALKS. DHHS CAN UPDATE OUR CURRENT TESTING PRACTICES.

[02:05:01]

>> THANK YOU FOR THAT. AS WE ALL KNOW, LANGUAGES HAVE

>> BECOME OUTDATED. HOW WE WOULD DECIDE WHERE TO BEGIN, WILL BE REVISING WHAT WE HAVE FOR A NUMBER OF TESTS THAT HAVE BEEN

OFFERED. WHERE WOULD >>

>> MARTIN VASQUEZ, I PERSONALLY BELIEVE THAT WE START TO MAKE CHANGES TO THE TESTING. I HOPE THAT WE WILL START WITH THE BEI BASIC EXAM. IT WE KNOW THE SHORTAGE OF INTERPRETERS. WE CAN HOPEFULLY MODIFY THAT TEST, TO HOPEFULLY GET UP -- HELP

>> INDIVIDUALS, WE KNOW THAT NONCERTIFIED INTERPRETERS ARE WORKING IN THE STATE. MAYBE PERHAPS CANDIDATES WHO HAVE NOT PASSED YET, JUST GETTING THEIR FEEDBACK. WHAT ARE YOU INTERPRETING IN THE COMMUNITY? SO THAT WE CAN KNOW WHAT TYPES OF CHANGES NEED TO BE RELATED TO CONTENT. AND WHAT THE TEST WILL PROVIDE. THOSE TYPES OF SITUATIONS FOR THE PARTS OF THE BASIC EXAM. THE PERFORMANCE EXAM. THANK YOU.

>> >>

>> I'M NOT GOING TO SECOND-GUESS MYSELF. WHERE WOULD WE LOOK AT THE CERTIFICATION EXAMINERS EXAM? I WANT TO MAKE SURE THAT WE ARE PRIORITIZING THE RELEASE OF THAT. IF I REMEMBER CORRECTLY, THERE WAS A FUNDING ISSUE THAT ALLOWED US NOT TO BE ABLE TO RELEASE THIS AS OF YET. I WANT TO MAKE SURE THAT WE PRIORITIZE THAT WHEN WE CONSIDER FUNDING, TURNING AROUND AND REVISING OUR CURRENT, JOURNALISTIC EXAM. I

[02:10:03]

THIS IS ABOUT WHAT THIS PROCESS LOOKS LIKE AS ].

>> THROUGH THE CDI TEST, AND WHERE WE ARE ON THAT, IT HAS BEEN A VERY LONG PROCESS. WE ALL FEEL IT. WE FEEL THE FRUSTRATION OF IT NOT BEING READY YET. THIS IS WHAT WE SHARED DURING THE FORUM. NO NEW CHANGES IN THE LAST THREE MONTHS. CLOSING OUT THE FISCAL YEAR, GEARING UP FOR THE NEW

YEAR. >> TRYING TO FIND A VENDOR THAT CAN LOOK AT ALL OF THE REMAINING ASPECTS OF WHAT IS CAUSING OUR BARRIERS TO RELEASE IN THE CDI TEST. AND HAVE ONE VENDOR, ONE GENERAL CONTRACTOR. THE TERM THAT COMES TO

>> RESOLVING THE BARRIERS THAT ARE CREATING THAT. THIS NEEDS TO BE A TOP PRIORITY. BASED ON WHAT WE SHARED, FROM THE TS I.D.

FORM, IT IS MOVING AGAIN. WE ARE LOOKING AT THE SAME MIND.

THIS IS THE CERTIFICATION TEST AND THE HEALTHCARE TEST.

[02:15:50]

>> THANK YOU. THAT WAS IT. IT WENT BACK TO WHAT KRISTINA ARELLANO HAD SAID. PRIOR TO THE RELEASE, DEVELOPING AUDIO ]

>> WE NEED TO LOOK AT CONTENT AGAIN. THE MODEL IS GREAT. IT IS VALID, RELIABLE, AND LEGALLY DEFENSIBLE. WE ARE LOOKING AT SPECIFIC CONTENT. WE ARE LOOKING AT ANOTHER JOB ANALYSIS TO SEE WHERE INTERPRETERS ARE WORKING. WHAT ARE THEY DOING IN THEIR CURRENT JOB? HOW WOULD YOU FEEL ABOUT IT SINCE WE KNOW AS A MATTER OF FACT, THAT THERE ARE UNCERTIFIED INTERPRETERS AND PEOPLE OUT THERE INTERPRETING, WHO MIGHT INCLUDE THEM IN THE SURVEY, AND BEING SENT OUT IF YOU ARE WORKING TO ASK AN INTERPRETER, AND SEND THAT OUT TO THE STATE AGAIN. I THINK THAT IS THE FIRST PART OF US LOOKING AND CREATING ADD NEW CONTENT. DOING ANOTHER JOB-BASED ANALYSIS BEFORE WE JUST START MAKING ANALYSIS ON WHAT SHOULD BE IN EACH OF THOSE

SECTIONS. >> DR. HARRIS?

>> YES, HELLO. I SUPPOSE -- SUPPORT BOTH COMMENTS THAT WERE JUST MADE. THIS IS A REALLY GOOD TIME TO DISCUSS THIS. TALK ABOUT THE BUDGET, AND REDEVELOPING THIS TEST, AND DESIGNING THIS TEST. I CAN'T IMAGINE HOW MUCH TIME, EFFORT, AND COST IT IS. I AGREE. THE CONTENTS NEEDS TO BE UPDATED.

LANGUAGE ITSELF IS EVOLVING. MUCH MORE WITH THE TECHNOLOGY THAT WE USE, AND EVERYTHING THAT IS CHANGING SO FAST.

LOOKING AT MY VIDEOS THAT I HAVE DONE 10 YEARS AGO, WOW. A LOT OF SIGNS THAT I HAVE STOPPED USING, AND A LOT OF SIGNS THAT I AM USING ARE NEWER. IT IS IMPORTANT FOR THE INTERPRETERS THAT ARE BEING TESTED ON WHAT IS APPROPRIATE WITH THE LANGUAGE THAT IS OUT THERE.

>> WE HAVE HAD TO WAIT SO LONG.

>> AT THE SAME TIME, WE WANT TO ADDRESS THIS BEFORE, AND NOT RELEASE THE TEST THAT WE WILL BE LOOKING AT. THIS IS DIFFICULT FOR THE FURTHER FRUSTRATIONS. WE ASK THAT EVERYONE PLEASE CONTINUE. WE ARE ALL LOOKING FORWARD TO

[02:20:02]

>>

[11. Future meetings and planning]

APRIL 22ND. WHICH WAS A >> THIS IS ].

>> ARE THERE ANY TOPICS THAT YOU WOULD LIKE TO BRING UP FOR THE FOLLOWING MEETING IN JANUARY? MISS ALAINA WEBB?

>> I WOULD LIKE TO KNOW AN UPDATE ON THE CODES OF PROFESSIONAL CONDUCT THAT WE HAVE SET UP FOR REVIEW. JUST

SEEING WHERE WE ARE ON THAT. >> THANK YOU. DR. RAYCHELLE HARRIS, DID YOU HAVE ANYTHING THAT YOU ARE

[02:25:34]

>> IF THERE MIGHT BE A WAY FOR THE STAFF TO PRESENT OR JUST INFORM US OF ANY PROCESSES THAT MAY TAKE LONGER FOR INTERPRETERS -- SORRY, I'M TRYING TO GATHER MY THOUGHTS.

PEOPLE ARE DISCUSSING WITH ONE ANOTHER. I HAVE SUBMITTED FORMS

OR ]. >> THAT INFORMATION COULD BE ON THE WEBSITE. I HAVEN'T LOOKED MYSELF. IF THERE IS, PLEASE LET ME KNOW. WE ARE LOOKING AT ANY FREQUENTLY ASKED QUESTIONS ABOUT THE APPROVAL PROCESS FOR THE CEU'S. MAYBE SOME TAKE MORE TIME TO REVIEW. WE ARE LOOKING AT THE INTERPRETERS UPLOADING THESE DOCUMENTS, SENDING IN THESE DOCUMENTS FOR ANNUAL, FIVE-YEAR CYCLES. THEY CAN KNOW JUST A LITTLE BIT MORE TRANSPARENCY IN THE PROCESS OF THAT. I KNOW I HAD REACHED OUT BEFORE ABOUT THE PROCESS. WE ARE STILL WAITING TO GET SOME INFO ON THAT. JUST A LITTLE BIT MORE TRANSPARENCY IN THE PROCESS OF SUBMITTING THOSE, AND WHAT MAY TAKE MORE TIME FOR INTERPRETERS TO GET RESPONSES BACK. AND, IF THERE IS ANYTHING, THEY CAN DO IT TO BE MORE PROACTIVE. THIS IS WHEN SENDING THINGS. LIKE IF THERE IS A COMMON THING THAT IS HAPPENING THAT PEOPLE GET. THE OFFICE HAS TO ASK MORE QUESTIONS ABOUT. MAYBE WE CAN KNOW THAT. THIS CAN MEAN LESS TIME WAITING, AND LESS TIME THAT THE B.E.I. STAFF HAVE TO GET EVERYTHING THAT IS NEEDED TO COMPLETE THE PROCESS IN THE

CORRECT MANNER. THANK YOU. >> THANK YOU, MISS KRISTINA ARELLANO. THAT IS A VALID QUESTION. MS. JONES, WOULD YOU

LIKE TO ADD YOUR COMMENT? >> YES, THIS IS JAMIE JONES, THANK YOU. I APOLOGIZE IF YOU HAVEN'T HAD THAT RESPONSE IN WRITING YET. PRESENTING A LITTLE BIT MORE INFORMATION ABOUT THAT. THEIR PRESENTATION FOR THE NEXT BOARD MEETING, I CAN TELL YOU UNOFFICIALLY, TYPICALLY, WHAT DRIVES THE APPROVAL PROCESS FOR INTERPRETERS, IMPROVING FROM THE FIVE-YEAR CYCLE. GENERALLY, WHEN IS THAT CYCLE UP? SOMEBODY WHO IS INSPIRING IN THE NEXT 30 TO 60 ].

[02:30:10]

>> ABLE TO GET THROUGH THOSE IN A TIMELY MANNER BEFORE RETURNING TO THE OTHERS THAT WERE NOT YET IN JEOPARDY OF LOSING THEM. WE WILL DEFINITELY ASK THEM TO PRESENT THAT IN THE

>> BACK ON WHAT MISS KRISTINA ARELLANO WAS TALKING ABOUT, WITH THE C.E.U. APPROVAL PROCESS, I ASKED THE PRIOR BOARD MEETING ABOUT CERTAIN ENTITIES BECOMING APPROVED VENDORS TO PROVIDE C.E.U. -- WORKING ON SOME OF THE PAPERWORK PROCESSING FOR B.E.I.. THIS COULD BE THE ITP PROGRAM, OR SOMETHING LIKE THAT. THEY ARE REGULARLY HOSTING TRAININGS IF THEY COULD BE PART OF THE APPROVED

VENDORS. THEY WOULD CUT DOWN >> THANK YOU, LEE GODBOLD. I WANTED SOME CLARIFICATION FIRST, ARE YOU REQUESTING PERMISSION OR APPROVAL TO HAVE THE DHHS C.E.U.'S OFFER? ARE THEY GOING TO BE SUBMITTED AND PRESENTED BY THIS? THESE ARE TWO ENTIRELY DIFFERENT PROCESSES. THE FORMER IS NOT DONE. THAT APPROVAL FOR THE WORKSHOP PRESENTER, FOR THE CONTENT DEVELOPER, THAT PROCESS IS GOING TO BE OUTSIDE. IT IS A LITTLE BIT DIFFERENT. I WANTED SOME CLARIFICATION ON WHICH ONE

YOU WOULD LIKE. >> THANK YOU FOR ASKING FOR THE CLARIFYING QUESTION. YOU ARE RIGHT. IT IS TWO SEPARATE TEAMS. I AM THINKING ABOUT THIS ON THE END OF LET'S SAY, WITH ANOTHER ITP PROGRAM. WANTING TO HOST A TRAINING, AND YOU WANT TO PROVIDE THE B.E.I. C.E.U.'S TO ALL OF THE PARTICIPANTS.

COULD THAT BE AN APPROVED VENDOR TO WHERE THEY COULD AUTOMATIC TO GIVE THE C.E.U.'S, IMMERSING ENTITIES VERSUS HAVING TO SUBMIT THAT PAPERWORK EVERY SINGLE TIME THEY ARE SUBMITTING A TRAINING? I AM JUST THINKING SIMILARLY. FOR EXAMPLE, THE STATE BOARD OF EDUCATORS AND CERTIFICATION.

THEY HAVE BASICALLY GIVEN DISTRICTS A PROVIDER NUMBER, TO WHERE THEY ARE AUTOMATICALLY ABLE TO PROVIDE THOSE CONTINUING EDUCATION UNITS TO THEIR TEACHERS AND STAFF. THEY MAINTAIN CERTIFICATION THROUGH THEM. I AM WONDERING IF THAT MIGHT BE POSSIBLE TO DO FOR B.E.I. C.E.U.'S. THAT MIGHT NEED TO BE A DIFFERENT AREA OF I.T. THAT NEEDS TO BE BROUGHT

IN FOR THAT CONVERSATION. >> THANK YOU FOR THE CLARIFICATION. THIS IS JAMIE AGAIN. I WILL MAKE THE NOTATION AND SEE IF WE CAN GET SOME ADDITIONAL CLARIFICATION ON WHAT THAT PROCESS LOOKS LIKE. IT IS SOMEWHAT INFORMAL. WE

WILL TAKE A LOOK AND SEE WHAT ] >> ARE THERE ANY OTHER

[02:35:16]

NUMBER 12. NUMBER 13, I AM SORRY. MY NUMBERS ARE

>> THESE ARE IMPORTANT TO US. INTERPRETERS ARE AN IMPORTANT PART OF OUR

* This transcript was compiled from uncorrected Closed Captioning.