Relative to the training, assessment, and assignment of qualified school interpreters in educational settings
Impact
If enacted, the bill would amend Chapter 69 of the General Laws and introduce new standards for interpreter qualifications in schools. It mandates that the Department of Elementary and Secondary Education develop a structured system to train and assess interpreters, emphasizing ongoing professional development. The requirement for tier-3 interpreters at all specialized meetings is designed to enhance the quality of communication in important educational discussions, including Individualized Education Programs (IEPs) and disciplinary matters, thus fostering better engagement with LEP families.
Summary
House Bill 520 aims to establish a comprehensive framework for the training, assessment, and assignment of qualified school interpreters in educational settings across Massachusetts. The bill seeks to ensure that interpreters possess adequate language proficiency and understanding of specialized educational terminology, thus improving communication between schools and Limited English Proficient (LEP) parents or guardians. The legislation outlines specific tiers of interpreter qualifications, with tier-3 interpreters required for specialized meetings that demand a higher level of interpreting skills.
Contention
While supporters see the bill as a necessary initiative to improve educational access for non-English speaking families, there may be concerns about the feasibility of implementing such standards promptly. Critics may argue that the strict tiered system could limit the availability of interpreters for schools, particularly in rural or underserved areas, where qualified professionals may be scarce. Additionally, ensuring consistent training and assessment across various school districts could present logistical challenges, potentially impacting the bill's effectiveness.