BILL REQ. #:  S-4907.1 

READ FIRST TIME 02/01/06.   

     AN ACT Relating to educational interpreters for hearing-impaired students; adding new sections to chapter 28A.155 RCW; adding a new section to chapter 28A.300 RCW; adding a new section to chapter 28B.76 RCW; and creating new sections.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

NEW SECTION.  Sec. 1   The isolating nature of deafness presents major challenges to our educational system. Children who are deaf or hard-of-hearing have unique cultural, linguistic, and academic needs that make them different from other groups of children, with or without disabilities. These unique student needs pose a special challenge for developing appropriate education programming and support. Students who use an interpreter can only access a portion of their education through that interpreter. The limitations of the interpreter therefore magnify the limitations of the student. In 2003, the legislature directed the superintendent of public instruction to conduct a comprehensive review and make recommendations regarding the qualifications and competencies required for educational interpreters who assist deaf and hearing-impaired students. The legislature supports the findings and recommendations of the superintendent.

NEW SECTION.  Sec. 2   A new section is added to chapter 28A.155 RCW to read as follows:
     For the purposes of this chapter, "educational interpreter" means a school district employee who provides sign language translation and further explanation of concepts introduced by teachers for students who are deaf, deaf-blind, or hard-of-hearing.

NEW SECTION.  Sec. 3   A new section is added to chapter 28A.155 RCW to read as follows:
     (1) By September 1, 2010, each school district shall have each educational interpreter working within the district, who has not already achieved national certification, assessed using a nationally recognized performance assessment to evaluate the receptive and expressive interpreting skills of the educational interpreter. School districts shall provide additional training for those educational interpreters who do not meet the standards to achieve the national certification.
     (2) By December 2006, the office of the superintendent of public instruction shall partner with other states to build and enhance a network of support for the successful implementation of the nationally recognized performance assessment of the educational interpreters working in Washington schools.

NEW SECTION.  Sec. 4   A new section is added to chapter 28A.155 RCW to read as follows:
     School districts are encouraged to hire only educational interpreters who are deemed qualified for the grade and subject to which they are assigned and hold national certification.

NEW SECTION.  Sec. 5   (1) The Washington state institute for public policy shall retain the services of a professional meeting facilitator to plan and conduct a series of meetings examining the strengths and weaknesses of educational services available to deaf and hard of hearing children throughout the state. The goal of the process is to develop a set of recommendations that would establish an integrated system of instructional and support programs that would provide deaf and hard of hearing children the knowledge and skills necessary for them to be successful in their adult lives and the "hearing" world of work.
     (2) Meeting participants shall include parents and representatives of organizations that are directly providing educational and support services to deaf and hard of hearing children and their families. They shall include, but not be limited to, representatives of deaf parents, the deaf community, public schools, private schools, the office of the superintendent of public instruction, Washington school for the deaf, the Washington sensory disabilities service, and the departments of social and health services and vocational rehabilitation.
     (3) The participants shall identify the gaps in the current delivery system and other barriers that impair deaf and hard of hearing children's ability to develop the skills necessary for success in the world of work. Of particular importance is the analysis of the challenges faced by public schools and other agencies that provide direct instruction to deaf and hard of hearing children. The participants also shall identify programs and services that are necessary to achieve the goal and propose alternatives for how programs and services can be organized and delivered in ways that assure all deaf and hard of hearing children will have access to them regardless of where they live in the state. Such proposals shall identify how various agencies and organizations can work together most effectively to assure that deaf and hard of hearing children have access to an integrated educational system. To assist the participants in their work, the Washington state institute for public policy shall use its research resources to gather data necessary for the analysis.
     (4) The institute shall transmit the recommendations of the study group to the legislature no later than June 30, 2007.

NEW SECTION.  Sec. 6   A new section is added to chapter 28A.300 RCW to read as follows:
     The office of the superintendent of public instruction, in cooperation with the state board for community and technical colleges and the higher education coordinating board, shall create an advisory committee that includes certified educational interpreters, tactile interpreters, interpreter educators, deaf leaders, public school administrators, parents of deaf and deaf-blind children, and other interested parties to advise the superintendent of public instruction, the state board for community and technical colleges, and the higher education coordinating board on issues of deaf education and educational interpreting in each of the educational sectors.

NEW SECTION.  Sec. 7   A new section is added to chapter 28B.76 RCW to read as follows:
     As part of the needs assessment process conducted by the higher education coordinating board in accordance with RCW 28B.76.230, the board shall assess the need for a baccalaureate degree program in Washington state that provides educational sign language interpreter training. If the board determines that there is a need for such a program, the board shall encourage the appropriate institutions or institutional sector to create a program.