[Federal Register Volume 70, Number 148 (Wednesday, August 3, 2005)]
[Notices]
[Pages 44834-44841]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 05-15252]



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Part III





Department of Education





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Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind--Priorities and Definitions 
and Notice of Availability; Notices

  Federal Register / Vol. 70, No. 148 / Wednesday, August 3, 2005 / 
Notices  

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DEPARTMENT OF EDUCATION


Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Notice of final priorities and definitions.

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SUMMARY: The Assistant Secretary for Special Education and 
Rehabilitative Services announces three priorities and definitions 
under the Training of Interpreters for Individuals Who Are Deaf or Hard 
of Hearing and Individuals Who Are Deaf-Blind program. The Assistant 
Secretary may use these priorities and definitions for competitions in 
fiscal year (FY) 2005 and later years. We take this action to focus on 
training and education as an identified area of national and regional 
need. We intend for the priorities to improve the quality of 
interpreters in the field by providing quality educational 
opportunities with consumer involvement throughout the process and with 
a specific focus on interpreters working with consumers of vocational 
rehabilitation (VR) services.

EFFECTIVE DATE: These priorities and definitions are effective 
September 2, 2005.

FOR FURTHER INFORMATION CONTACT: Annette Reichman, U.S. Department of 
Education, 400 Maryland Avenue, SW., room 5032, Potomac Center Plaza, 
Washington, DC 20202-2800. Telephone: (202) 245-7489 or via Internet: 
[email protected].
    If you use a telecommunications device for the deaf (TDD), you may 
call (202) 205-8352.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed under FOR FURTHER 
INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION: Section 302(f) of the Rehabilitation Act of 
1973, as amended (Act), and the regulations for this program in 34 CFR 
396.1 state that the Training of Interpreters for Individuals Who Are 
Deaf or Hard of Hearing and Individuals Who Are Deaf-Blind program is 
designed to establish interpreter training programs or to assist 
ongoing training programs to train a sufficient number of qualified 
interpreters in order to meet the communications needs of individuals 
who are deaf or hard of hearing and individuals who are deaf-blind. The 
Training of Interpreters for Individuals Who Are Deaf or Hard of 
Hearing and Individuals Who Are Deaf-Blind program provides financial 
assistance to pay part of the costs to--
    (1) Train manual, tactile, oral, and cued speech interpreters;
    (2) Ensure the maintenance of the skills of interpreters; and
    (3) Provide opportunities for interpreters to raise their level of 
competence.
    Federal statutes, such as the Rehabilitation Act of 1973, as 
amended, the Individuals with Disabilities Education Act, and the 
Americans with Disabilities Act established the legal requirements for 
communication and language access. These requirements led to an ever-
increasing demand for qualified interpreters, outstripped the available 
pool of qualified interpreters, and created a serious ongoing national 
shortage. In addition, many States have passed, or are now proposing, 
licensure laws for interpreters, requiring interpreters working in 
these States to meet specific qualifications. In the last several years 
the shortage of qualified interpreters has been exacerbated by the 
establishment of ``Video Relay Services'' call centers throughout the 
country. These centers actively recruit interpreters from surrounding 
communities and postsecondary institutions to work as video relay 
interpreters in these call centers.
    Simultaneously, deaf consumers of interpreting services are 
demanding higher quality interpreting services that meet their 
individual needs. Consumers and consumer organizations have expressed 
interest in being substantively involved in the identification, 
development, and delivery of the educational opportunities provided 
through these priorities.
    In order to train qualified interpreters to better meet the demand 
from consumers and consumer organizations, interpreter educators must 
be sufficient in number and knowledgeable of current best practices. 
There are, however, very few programs that prepare interpreter 
educators to teach the interpreting process and the skill of 
interpreting. Consequently, many educators teaching at approximately 
137 interpreter training programs throughout the country have had 
little or no opportunity to study how to teach interpretation.
    To address these issues and to contribute toward the education and 
training of a sufficient number of qualified interpreters to meet the 
communications needs of individuals who are deaf or hard of hearing and 
individuals who are deaf-blind, the Assistant Secretary proposed to 
establish priorities for a National Interpreter Education Center and a 
coordinated Regional Interpreter Education Center or Centers working 
with and through Local Partner Networks.
    We published a notice of proposed priorities and definitions for 
this program in the Federal Register on November 3, 2004 (69 FR 64240). 
That notice included a discussion of significant issues and analysis 
used in the development of the priorities and definitions.
    Except for minor editorial and technical revisions, there are four 
differences between the notice of proposed priorities and definitions 
and this final notice. They are:
    1. We have established a new priority within the existing priority 
from 34 CFR 396.33 to support applications from postsecondary 
institutions that offer and have awarded at least a bachelor's degree 
in interpreter education.
    2. The National Interpreter Education Center and the Regional 
Interpreter Education Centers will be required to reserve 10 percent of 
their annual budgets to cover the costs of specific collaborative 
efforts between the centers.
    3. A special focus on training opportunities for trilingual deaf 
and hearing interpreters, particularly those who are Spanish and 
English speaking and fluent in both American Sign Language and Mexican 
Sign Language or other sign languages used by Spanish-speaking 
communities has been added to Priority 2.
    4. In deciding whether to continue the projects for the fourth and 
fifth years, a review of the National Interpreter Education Center and 
the Regional Interpreter Education Center or Centers will be conducted 
by a team consisting of experts selected by the Secretary during the 
first half of the projects' third year, instead of the last half of the 
projects' second year as originally proposed.

Analysis of Comments and Changes

    In response to our invitation in the notice of proposed priorities 
and definitions, 60 parties submitted comments. An analysis of the 
comments and of any changes in the priorities and definitions since 
publication of the notice of proposed priorities and definitions 
follows.
    Generally, we do not address technical and other minor changes--and 
suggested changes that we are not authorized to make under the 
applicable statutory authority.

[[Page 44835]]

    Comments: Three commenters stated that the priorities should 
promote the accreditation process for interpreter training programs as 
a mechanism to document the quality of their outcomes. The commenters 
suggested that the National Interpreter Education Center partner with 
the accreditation body under the Conference of Interpreter Trainers as 
a coordinated effort to strengthen the field of interpreter education.
    Discussion: Section 302(f) of the Act and the regulations for this 
program in 34 CFR 396.1 state that the purpose of grants awarded under 
this program is to train a sufficient number of qualified interpreters 
to meet the communications needs of individuals who are deaf or hard of 
hearing and individuals who are deaf-blind. To accomplish this, grants 
may be awarded to public and private nonprofit agencies and 
organizations to pay part of the costs for the establishment of 
interpreter training programs or to assist those agencies or 
organizations to conduct training at existing interpreter training 
programs. The statute and regulations, however, do not provide 
authority for the program to become directly involved with 
accreditation of interpreter training programs. The National 
Interpreter Education Center and the Regional Interpreter Education 
Centers nonetheless could choose to use the rigors of the accreditation 
process as one mechanism to document the quality of their educational 
outcomes.
    Change: None.
    Comments: Seven commenters suggested that we limit eligibility for 
the National Interpreter Education Center grant to postsecondary 
institutions that offer bachelor's degrees or master's degrees in 
interpreter training. These commenters also suggested that we include 
interpreter education programs that offer, or that are able to 
demonstrate that they are well on their way to establishing, a 
bachelor's degree in interpreter education as eligible applicants for 
the Regional Interpreter Education Centers grants. Another commenter 
suggested that one of the functions of the National Interpreter 
Education Center should be to provide guidance to interpreters who are 
transitioning from associate's degree level training programs to 
bachelor's degree level training programs, as part of demonstrating 
effective practices in interpreter education.
    Discussion: The Registry of Interpreters for the Deaf, Inc. (RID), 
a national and professional organization that certifies interpreters, 
has recently passed a mandate requiring candidates for certification to 
have an academic degree. Effective June 30, 2012, candidates for RID 
certification must have a minimum of a bachelor's degree, and effective 
June 30, 2016, deaf candidates for RID certification must have a 
minimum of a bachelor's degree. (See http://www.rid.org/ntsnews.html 
for the text of the motion that passed.) National Association of the 
Deaf (NAD), another national and professional organization that 
certifies interpreters, continues to work closely with RID in blending 
the two certifying organizations into one entity with the same 
requirements just outlined.
    While RID and NAD do not specify a particular discipline for the 
bachelor's degree, it is generally recognized that the effectiveness of 
the message rendered by an interpreter directly correlates with the 
level of education of the interpreter. We agree that it is important 
that projects supported by the Rehabilitation Services Administration 
(RSA) reflect standards currently being established by the field.
    The regulations for this program in 34 CFR 396.33 state that the 
Secretary gives priority to public or private nonprofit agencies or 
organizations with existing programs that have demonstrated their 
capacity for providing interpreter training services, including 
institutions of higher education that meet these criteria.
    Within the priority as currently written, the National Interpreter 
Education Center can choose to provide a special focus on developing 
guidance for interpreters who are transitioning from associate's degree 
level training programs to bachelor's degree level training programs, 
as part of demonstrating effective practices in interpreter education.
    Change: We are establishing a new priority within the existing 
priority from 34 CFR 396.33 to support applications from postsecondary 
institutions that offer and have awarded at least a bachelor's degree 
in interpreter education.
    Comments: Three commenters stated that we should require that the 
proposed National Interpreter Education Center and the Regional 
Interpreter Education Center or Centers become directly involved with 
the national interpreter certification testing and certification 
maintenance programs that are provided jointly through NAD and RID.
    Discussion: While we recognize the importance of national 
interpreter certification organizations, including NAD and RID, in 
clearly defining the parameters of a qualified interpreter, the Act 
requires that this program train a sufficient number of interpreters 
through grant awards to pay part of the costs for the establishment of 
interpreter training programs or to assist existing interpreter 
training programs. The statute and regulations do not provide 
authorization for the program to become directly involved with the 
certification of interpreters.
    Change: None.
    Comments: Two commenters suggested that 10 percent of the projects' 
annual budgets be reserved to support the collaboration between the 
National Interpreter Education Center and the Regional Interpreter 
Education Center or Centers including travel, communications, materials 
development, Web site development, and other collaborative efforts.
    Discussion: The National Interpreter Education Center will be 
required, in part, to coordinate the activities of the Regional 
Interpreter Education Center or Centers and to ensure the effectiveness 
of the educational opportunities offered by the Regional Interpreter 
Education Center or Centers. We agree that the budgets of the National 
Interpreter Education Center and the Regional Interpreter Education 
Center or Centers should allow for these collaborative efforts.
    Change: We are revising the priorities to require that 10 percent 
of the annual budget for the National Interpreter Education Center and 
the Regional Interpreter Education Center or Centers be reserved for 
specific collaborative efforts.
    Comments: One commenter suggested that the Regional Interpreter 
Education Centers specifically incorporate opportunities for informal 
interaction with the community at large, as a required part of the 
training opportunities.
    Discussion: We concur with the suggestion that opportunities for 
informal interaction with the community at large should be provided. We 
believe that the requirement for the use of language immersion 
experiences in American Sign Language, Conceptually Accurate Signed 
English, oral communication, tactile communication, and cued speech as 
written would include this informal interaction with deaf consumers in 
the local communities.
    Change: None.
    Comments: Eight commenters emphasized the importance of using 
distance technologies, including videoconferencing capabilities, to 
deliver interpreter services from remote locations and to enable 
interpreter education programs to offer distance education 
opportunities. One commenter stated that the National

[[Page 44836]]

Interpreter Education Center should focus on emerging videoconferencing 
technologies as a resource.
    Discussion: The priorities explicitly require the Regional 
Interpreter Education Center or Centers to use ``state-of-the-art'' 
technologies for training on how to deliver interpreter services from 
remote locations and in handling various technologies during 
interpreter assignments. In addition, the priority states that the 
delivery of educational opportunities may not be limited to traditional 
methods, and distance technologies and delivery are included in the 
list of innovative practices to be used.
    Change: None.
    Comments: Three commenters stated that improvements in interpreting 
skills should be evaluated by alternative measures of qualitative and 
quantitative data rather than pre- and post-assessment. Assessment 
measures should be flexible to allow for the development of an 
individualized training plan based on a person's unique abilities.
    Discussion: The National Interpreter Education Center is required 
to collect, analyze, and report to RSA the pre- and post-assessment 
data of the educational activities conducted through the Regional 
Interpreter Education Center or Centers. The National Interpreter 
Education Center also is required to collect, evaluate, and report to 
RSA both the qualitative and quantitative data on the educational 
activities provided by the Regional Interpreter Education Center or 
Centers, based on clear, measurable goals that are linked to results 
demonstrating overall program effectiveness. The Regional Interpreter 
Education Center or Centers are required to provide qualitative and 
quantitative data on the educational activities conducted, pre- and 
post-assessments, portfolios produced, participant demographics, and 
other pertinent information to the National Interpreter Education 
Center for the purpose of evaluating and reporting program 
effectiveness. These priorities allow for considerable flexibility with 
assessment measures to be used and at the same time clearly stress the 
importance of demonstrating measurable program results.
    Change: None.
    Comments: Three commenters stated that the primary focus of the 
National Interpreter Education Center on training for interpreter 
educators should either be eliminated from the final priorities, due to 
the unrealistic scope of activities, or be limited to in-service 
training opportunities. In addition, one of the commenters stated that 
the investment in a pre-service interpreter educator program would not 
see dividends for several years.
    Discussion: One critical issue in the field of interpreter 
education is that very few programs are available to prepare 
interpreter educators to teach the interpreting process. As a result, 
many educators teaching at the approximately 137 interpreter training 
programs have had few opportunities to study how to teach 
interpretation or to learn about the current best practices in the 
field. To address this issue, Priority 1 focuses on the role of the 
National Interpreter Education Center to provide state-of-the-art 
educational opportunities to interpreter educators. Priority 1 
specifically states that the National Interpreter Education Center must 
provide educational opportunities to working interpreter educators who 
need to obtain, enhance, or update their training on effective 
practices in interpreter education and to new interpreter educators. 
Priority 1 does not impose limitations on how training, in-service or 
pre-service, should be or can be offered to interpreter educators, 
except that the National Interpreter Education Center must identify and 
promote effective practices in interpreter education. Thus, the scope 
of required activities for training interpreter educators is realistic. 
While the initial investment in training interpreter educators may not 
see dividends for several years, we believe that the long-term return 
on investment will demonstrate a positive gain and considerable impact 
on improving the quality of interpreters.
    Change: None.
    Comments: Four commenters stated that the focus on training 
interpreters to provide better services to VR consumers, while 
worthwhile, does not fully encompass the different settings, including 
postsecondary programs, in which interpreters work, and that this focus 
would lead to different types of training than currently exist.
    Discussion: The Regional Interpreter Education Center or Centers, 
with all of their training activities, must include cooperative efforts 
with consumers, consumer organizations, community resources, and 
service providers, especially VR agencies. The Regional Interpreter 
Education Center or Centers also must focus on interpreting in 
specialized environments such as rehabilitation, legal, medical, mental 
health, or multicultural. While Priority 2 emphasizes that the primary 
focus of the educational opportunities must be on interpreting for 
consumers of VR services, the training activities outlined in Priority 
2 are not limited solely to rehabilitation settings, but encompass the 
broader range of environments that participants in the VR process may 
encounter.
    Change: None.
    Comments: Eight commenters, while supportive of the emphasis on the 
Local Partner Networks under the Regional Interpreter Education Center 
or Centers priority, stated that the requirements for the Local Partner 
Networks should be expanded to include formal agreements with pertinent 
stakeholders and partners, including educational institutions and 
organizations that have similar goals, and should allow for the unique 
needs of each geographical area. One additional commenter, while also 
supportive of the emphasis on the Local Partner Networks under this 
priority, stated that the requirements for the Local Partner Networks 
were excessively formal and may be too difficult and expensive to 
achieve.
    Discussion: The Regional Interpreter Education Center or Centers 
must develop formal relationships with Local Partner Networks as 
defined in the notice of final priorities and definitions. The Local 
Partner Networks are expected to work with the Regional Interpreter 
Education Center or Centers to implement effective practices in 
interpreter education, implement program quality indicators, and 
provide education activities to interpreters. The mechanism that each 
Regional Interpreter Education Center chooses to develop the required 
formal relationships among the specific parties is left to the 
discretion of the Center to allow for differing geographic and 
demographic needs.
    Change: None.
    Comments: Three commenters stated that, while they are supportive 
of the emphasis on mentoring as an important training component under 
this project, the priorities need to specifically define ``mentoring,'' 
since mentoring is not a substitution for the pre-service training that 
beginning interpreting students need. In addition, one of the three 
commenters stated that a framework for an ``induction system'' should 
be included, in which the students of pre-service interpreter training 
programs have the opportunity to become mentees and to work with 
qualified mentors, while being inducted as novice professionals into 
the field of interpreting.
    Discussion: The Regional Interpreter Education Center or Centers 
are required to educate deaf individuals and practicing deaf and 
hearing interpreters on how to serve as effective mentors, in addition 
to providing mentoring to novice and working interpreters who

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need additional feedback and experience to become qualified 
interpreters. When training mentors, grantees are expected to use the 
materials already developed by the current national project or by other 
existing mentoring programs. The current national project on Training 
Interpreter Educators and Mentors has developed a master mentor 
training program curriculum and an on-line program teaching experienced 
interpreters how to mentor novice interpreters. (A description of this 
project can be found at the following Web site: http://www.asl.neu.edu/tiem.online/. The materials will also be available at the National 
Clearinghouse of Rehabilitation Training Materials at Oklahoma State 
University, 206 W. Sixth Street, Stillwater, OK 74078-4080, upon 
completion of the national project at the end of September 2005.) While 
not a requirement, the National Interpreter Education Center and the 
Regional Interpreter Education Center or Centers may also use this 
opportunity to establish the framework for an induction system in which 
the students of pre-service interpreter training programs have the 
opportunity to become mentees and to work with qualified mentors, while 
being inducted as novice professionals into the field of interpreting.
    Change: None.
    Comments: Six commenters stated that these priorities needed to 
place a greater emphasis on educating individuals who are deaf and 
individuals who are deaf-blind on how to become effective mentors for 
deaf sign language interpreters and hearing sign language interpreters. 
This will give the deaf community a more meaningful and genuine role in 
the training of novice and working interpreters.
    Discussion: The priorities highlight the importance of involving 
deaf consumers in every aspect of the National Interpreter Education 
Center and the importance of educating deaf individuals and practicing 
deaf and hearing interpreters to serve as mentors to novice and working 
interpreters. In addition, the definition of ``deaf'' includes all 
individuals who are deaf, hard of hearing, late deafened, and deaf-
blind. Through the priorities we have also emphasized the importance of 
training not only individuals who are deaf, but also individuals who 
are deaf-blind, on how to become effective mentors for deaf sign 
language interpreters and hearing sign language interpreters.
    Change: None.
    Comments: One commenter stated that spoken Spanish and American 
Sign Language interpreter training should be included as a priority for 
those areas serving a large Spanish-speaking population.
    Discussion: The Regional Interpreter Education Center or Centers 
are required to provide training specific to the needs of the 
population in their regions. This may include a focus on interpreting 
in specialized environments, including multicultural and multilingual 
environments. We agree that the demand for qualified interpreters who 
are fluent in spoken Spanish, spoken English, and American Sign 
Language is increasing, particularly in those regions with a large 
Spanish-speaking population. Training tailored for Spanish-speaking 
individuals who are also fluent with spoken and written English, and 
with both American Sign Language and Mexican Sign Language or other 
sign languages used by Spanish-speaking communities, is increasingly 
needed.
    Change: In the priority for the Regional Interpreter Education 
Center or Centers, we have added a special focus for training 
opportunities for trilingual deaf and hearing interpreters who are 
fluent in spoken Spanish and English and fluent in both American Sign 
Language and Mexican Sign Language or other sign languages used by 
Spanish-speaking communities.
    Comments: Two commenters stated that the objectives for the 
National Interpreter Education Center were too broad, lacked specific 
focus, and would not produce significant, long-term outcomes. These 
commenters also questioned whether the focus was on the training of 
interpreters, on interpreter-educators, or on research.
    Discussion: The Act specifically requires that we focus on training 
a sufficient number of qualified interpreters. In order to meet the 
need for training increasing numbers of interpreters throughout the 
country, the priority for the National Interpreter Education Center was 
developed to focus on collaborating with the Regional Interpreter 
Education Center or Centers to offer quality interpreter training 
programs that can show measurable outcomes and develop new and 
effective practices in interpreter education. The National Interpreter 
Education Center will also focus on training working and new 
interpreter educators on effective practices in interpreter education. 
Thus, while the National Interpreter Education Center is not conducting 
research, the center will have a specific focus on promoting quality 
interpreter education and on training interpreter educators with the 
clear expectation of producing significant long-term outcomes in 
improving the skills and qualifications of new and working 
interpreters.
    Change: None.
    Comments: Five commenters stated that clarification is needed on 
the specific responsibilities of the National Interpreter Education 
Center, including this center's oversight of and authority over the 
Regional Interpreter Education Center or Centers, especially as related 
to expectations on budget, personnel, and activities. Two of these five 
commenters also stated that the National Interpreter Education Center 
would add another, unnecessary level of oversight.
    Discussion: The National Interpreter Education Center will not have 
direct oversight of or authority over the Regional Interpreter 
Education Center or Centers, in respect to budget, personnel, and 
activities. Priorities 1 and 2 require collaboration between the 
National Interpreter Education Center and the Regional Interpreter 
Education Center or Centers, including--(a) development and 
implementation of ``Program Quality Indicators,'' (b) collection, 
analysis, and reports to RSA of the pre- and post-assessment results 
and the qualitative and quantitative data of the educational activities 
conducted through the Regional Interpreter Education Center or Centers, 
and (c) coordination of activities to ensure effective use of resources 
and consistency of quality interpreter educational opportunities. 
Budget expenditures to support these activities will be developed 
independently by the National Interpreter Education Center and each of 
the Regional Interpreter Education Center or Centers based on relevant 
cost principles and any instructions provided by the Department. RSA 
project officers will maintain the necessary direct oversight of, and 
authority over, the National Interpreter Education Center and the 
Regional Interpreter Education Centers in determining appropriate 
collaborative efforts.
    Change: None.
    Comments: Six commenters stated that there is great value in the 
role of the National Interpreter Education Center in developing and 
applying performance measures and in providing coordination and input 
for the Regional Interpreter Education Center or Centers based on 
assessment of needs and outcomes. However, two of these six commenters 
also cautioned that the effectiveness of the project should not be 
exclusively based on ``numbers'' as the primary measuring tool in the 
provision of

[[Page 44838]]

educational opportunities and cautioned that one set of standards will 
be insufficient to meet the needs of a variety of individuals from 
different cultural and linguistic backgrounds.
    Discussion: To demonstrate the effectiveness of the Training of 
Interpreters for Individuals Who Are Deaf or Hard of Hearing and 
Individuals Who Are Deaf-Blind program, the U.S. Department of 
Education requires that grantees provide qualitative and quantitative 
data based on clear and measurable goals. The measures that will be 
used for this program are included in the application notice.
    Change: None.
    Comments: Six commenters stated that these priorities represent a 
significant change from the projects funded in the past under this 
program and that the first 18 to 24 months of the project are a 
critical period of time. As such, an 18-month period before the 
intensive one-day programmatic review is not enough time for the 
National Education Interpreter Center to be able to demonstrate 
evidence of the project's contributions to changed practices and the 
quality of interpreter education provided.
    Discussion: We agree that the first 18 to 24 months of the project, 
particularly for the National Interpreter Education Center, will be 
critical, and that additional time will be needed to demonstrate the 
impact of the project's contributions to changed practices by 
interpreter training programs and the quality of interpreter education 
opportunities.
    Change: We have modified the priority language to provide that the 
programmatic review of the National Interpreter Education Center and 
the Regional Interpreter Education Center or Centers will be conducted 
during the first half of the projects' third year instead of the last 
half of the projects' second year.
    Comments: Four commenters stated that the priorities must state 
clearly whether the National Interpreter Education Center and the 
Regional Interpreter Education Centers will fund interpreter training 
through either pre-service programs or in-service training activities. 
While one commenter supported the use of funding solely for in-service 
training opportunities for those working interpreters without any prior 
training, the other commenters wanted these funds to be used solely for 
pre-service educational opportunities.
    Discussion: In general, ``pre-service'' and ``in-service'' training 
activities, particularly in postsecondary education settings, are not 
clearly differentiated. For example, a local college may offer a course 
over four consecutive weekends, either for working interpreters (in-
service) or for undergraduate or graduate credit (pre-service). The 
intent of these priorities is to support the provision of innovative 
training opportunities that meet the needs of the field, such as 
longer-term training of significant scope and sequence that directly 
result in increasing the number of qualified interpreters. Therefore, 
grantees have the flexibility to provide training that addresses both 
pre-service and in-service educational opportunities.
    Change: None.
    Comments: Thirty commenters stated that the proposed Regional 
Interpreter Education Center or Centers are a critical component in the 
structure for providing educational and training opportunities for 
interpreters. Of these, four commenters stated that there should be a 
minimum of four to six Regional Interpreter Education Centers. Twenty-
six commenters recommended maintaining the current structure of 10 
regional projects. The latter commenters expressed concern that the 
diversity from region to region may not be adequately addressed if the 
number of regional programs is reduced.
    Discussion: In FYs 2000 to 2004, each of the 10 regional 
interpreter training projects received an average of $150,000 per year. 
At the same time, there were approximately 137 interpreter training 
programs throughout the country, which suggests that the national 
impact of these 10 regional interpreter training projects on enhancing 
the quality of interpreter educational opportunities has been limited. 
The diversity within regions will be addressed through the 
establishment of the Local Partner Networks by the Regional Interpreter 
Education Centers. We will consider these comments and factors in 
developing any notice inviting applications for awards under this 
program.
    Change: None.
    Comments: Eight commenters stated that to improve the education of 
interpreters a research component should be added to the priorities 
through the collection, analysis, and reports to RSA. This research 
could incorporate the pre- and post-assessment data of the education 
activities conducted in the Regional Interpreter Education Center or 
Centers and other data already available in the field.
    Discussion: While we understand the need for research related to 
interpreter education and practice, RSA does not have the authority to 
conduct research through this program. The data collection, analysis, 
and reporting that is required under these priorities is for the 
purpose of ensuring accountability for program performance and results. 
The comments related to the need for research in the area of 
interpreter training and services will be forwarded to the National 
Institute on Disability and Rehabilitation Research for their 
consideration.
    Change: None.
    Comments: Four commenters stated that the National Interpreter 
Education Center should set up a national dissemination effort through 
the creation and maintenance of an electronic resource center that is 
accessible via the World Wide Web, so that resources are available for 
interpreter educators as well as practitioners.
    Discussion: RSA already maintains a national dissemination center 
for all training grants, the National Clearinghouse of Rehabilitation 
Training Materials (NCRTM), at this Web site, www.nchrtm.okstate.edu/ 
The National Interpreter Education Center will be responsible for 
providing all materials to the NCRTM.
    Change: None.
    Comments: Three commenters stated that training with specialized 
focus should be emphasized as one of the most important activities of 
the Regional Interpreter Education Center or Centers, as the field of 
interpreting is becoming increasingly specialized.
    Discussion: We agree that interpreting in specialized environments 
is a critical component of interpreter education, and this is 
emphasized in Priority 2--Regional Interpreter Education Center or 
Centers.
    Change: None.
    Note: This notice does not solicit applications. In any year in 
which we choose to use these priorities and definitions, we invite 
applications through a notice in the Federal Register. When inviting 
applications, we designate each priority as absolute, competitive 
preference, or invitational. The effect of each type of priority 
follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by either 
(1) awarding additional points, depending on how well or the extent to 
which the application meets the competitive preference priority (34 CFR 
75.105(c)(2)(i)); or (2) selecting an application that meets the 
competitive

[[Page 44839]]

preference priority over an application of comparable merit that does 
not meet the priority (34 CFR 75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the invitational 
priority. However, we do not give an application that meets the 
invitational priority a competitive or absolute preference over other 
applications (34 CFR 75.105(c)(1)).

Priorities

    Definitions: For the purposes of these priorities, we use the 
following definitions:
    Deaf means individuals who are deaf, hard of hearing, late 
deafened, or deaf-blind. The term makes no reference or judgment of 
preferred mode of communication or language preference.
    Interpreter means individuals, both hearing and deaf, who provide 
interpreting or transliterating, or both, for deaf, hard of hearing, 
and deaf-blind individuals using a variety of languages and modes of 
communication including, but not limited to, American Sign Language, 
Conceptually Accurate Signed English, other forms of signed English, 
oral communication, tactile communication, and cued speech.
    Local Partner Network means a formal network of individuals, 
organizations, and agencies including consumers, consumer 
organizations, community resources, service providers (especially VR 
agencies), VR State coordinators for the deaf, rehabilitation 
counselors for the deaf, and other appropriate entities with whom the 
Regional Interpreter Education Center will have Memoranda of 
Understanding or other recognized mechanisms for the provision of 
educational activities for interpreters.
    National Interpreter Education Center means a project supported by 
RSA to--(1) coordinate the activities of the Regional Interpreter 
Education Centers; (2) ensure the effectiveness of the educational 
opportunities offered by the Regional Interpreter Education Centers; 
(3) ensure the effectiveness of the program as a whole by evaluating 
and reporting outcomes; (4) provide technical assistance to the field 
on effective practices in interpreter education; and (5) provide 
educational opportunities for interpreter educators.
    Novice interpreter means an interpreter who has graduated from an 
interpreter training program and demonstrates language fluency in 
American Sign Language and in English, but lacks experience working as 
an interpreter.
    Qualified interpreter means an interpreter who is able to interpret 
effectively, accurately, and impartially both receptively and 
expressively, using any necessary specialized vocabulary. This 
definition, which is mentioned in the Senate Report for the 
Rehabilitation Act Amendments of 1998, Senate Report 105-166 (Second 
Session 1998), is one way for States to determine if interpreters are 
sufficiently qualified and is based on the standard specified in the 
regulations implementing titles II and III of the Americans with 
Disabilities Act of 1990.
    Regional Interpreter Education Center means a coordinated regional 
center to provide quality educational opportunities for interpreters at 
all skill levels.
    Training and education will be used interchangeably.

Priority 1--National Interpreter Education Center

    The purpose of this priority is to support a National Interpreter 
Education Center (National Center) to coordinate the activities of the 
Regional Interpreter Education Center or Centers, to ensure the 
effectiveness of the educational opportunities offered by the Regional 
Interpreter Education Center or Centers, to ensure the effectiveness of 
the program as a whole by evaluating and reporting outcomes, to provide 
technical assistance to the field on effective practices in interpreter 
education, and to provide educational opportunities for interpreter 
educators. In conducting its activities, the National Center must 
ensure the provision of quality educational opportunities with 
substantial consumer involvement throughout the process and with a 
specific focus on interpreting for consumers of VR services.
    The National Center funded under this priority must do the 
following:
    (a) Identify and promote effective practices in interpreter 
education and provide technical assistance to the Regional Interpreter 
Education Center or Centers and the field on effective practices in 
interpreter education.
    (b) Provide educational opportunities (based on the model 
curriculum developed for interpreter educators under Grant Number 
H160C030001) to working interpreter educators who need to obtain, 
enhance, or update their training on effective practices in interpreter 
education and to new interpreter educators.
    (c) Promote improved education of interpreters and coordinate the 
interpreter education activities of the Regional Interpreter Education 
Center or Centers by--
    (1) Developing ``Program Quality Indicators'' for this program, 
including the Regional Interpreter Education Center or Centers, and 
measuring performance against these indicators;
    (2) Conducting education needs assessments and, based on the 
results, developing educational activities for delivery through the 
Regional Interpreter Education Center or Centers;
    (3) Collecting, analyzing, and reporting to RSA the pre- and post-
assessment data of the educational activities conducted through the 
Regional Interpreter Education Center or Centers;
    (4) Ensuring that educational opportunities are available to 
individuals from a variety of cultural and linguistic backgrounds and 
are sensitive to the needs of those audiences; and
    (5) Ensuring that deaf consumers are involved in every aspect of 
the project.
    (d) Develop effective products for use by the Regional Interpreter 
Education Center or Centers in support of their educational activities 
for interpreters (e.g., CDs, DVDs, Web-based materials, etc.).
    (e) Promote the educational activities of the Regional Interpreter 
Education Center or Centers and disseminate information to the field 
through activities such as-- developing and maintaining a program Web 
site; providing materials to the RSA-sponsored National Clearinghouse 
on Rehabilitation Training Materials; developing and using Web-based 
activities such as e-newsletters, interpreter forums, consumer forums, 
events calendars, etc.; making presentations on results of project 
activities at national conferences related to interpreting and 
interpreter education; and making presentations on results of project 
activities at consumer conferences.
    (f) Collect, evaluate, and report to RSA on qualitative and 
quantitative data on the educational activities of the Regional 
Interpreter Education Center or Centers. Data must be based on clear, 
measurable goals that are clearly linked to results.
    (g) Use the data about the individual educational activities to 
demonstrate overall program effectiveness. Data must be based on clear, 
measurable goals that are clearly linked to results.
    (h) Coordinate all activities conducted under this program, 
including the activities of the National Center and the Regional 
Interpreter Education Center or Centers, to ensure effective use of 
resources and consistency of quality interpreter educational 
opportunities to individuals in all geographic areas of the country.
    (i) Set aside 10 percent of the project's annual budget submitted 
to RSA to

[[Page 44840]]

cover the costs of specific collaborative activities between the 
National Center and the Regional Interpreter Education Center or 
Centers including, but not limited to, travel, communications, 
materials development, Web site development, and other collaborative 
efforts.
    Fourth and Fifth Years of Project:
    In deciding whether to continue this project for the fourth and 
fifth years, the Secretary will consider the requirements of 34 CFR 
75.253(a) for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC, during the first half of the project's third year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the award have been or are being met by the project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practices and improved the quality of 
interpreters.

Priority 2--Regional Interpreter Education Center or Centers

    The purpose of this priority is to support a coordinated Regional 
Interpreter Education Center or Centers to provide quality educational 
opportunities for interpreters at all skill levels. The educational 
opportunities provided by a Regional Interpreter Education Center, 
through collaboration with Local Partner Networks and with substantial 
involvement from deaf consumers, must be of sufficient scope and 
sequence to demonstrate an increased skill and knowledge base of the 
participants through the use of pre- and post-assessments. The pre- and 
post-assessments will measure the knowledge and skill base of the 
participants, both when first entering the training program and when 
exiting the training program, to demonstrate their enhanced knowledge 
and skills as interpreters as a result of the training opportunity. In 
addition, the primary focus of the educational opportunities must be on 
interpreting for consumers of VR services. Consequently, this means 
educating hearing and deaf interpreters to work with consumers from 
diverse cultural and linguistic backgrounds in diverse environments 
(i.e., urban, rural, low socioeconomic, territories, etc.) and within a 
variety of contexts (i.e., employment, job training, technical, 
medical, etc.).
    Further, the educational opportunities must encompass both skill-
based and knowledge-based topics, provide for both hearing interpreters 
and deaf interpreters, and focus on interpreting for a variety of 
individuals who have communication skills along the full spectrum of 
language from those with limited language skills to those with high-
level, professional language skills. Educational opportunities must be 
provided for interpreters from all skill levels from novice to 
advanced, and the skill level of the training must be clearly 
identified. All training activities must involve cooperative efforts 
with consumers, consumer organizations, community resources, and 
service providers, especially VR agencies, VR State coordinators for 
the deaf, and rehabilitation counselors for the deaf. Delivery of 
educational opportunities may not be limited to traditional methods. 
Distance technologies and delivery, use of teams of deaf and hearing 
presenters, assignment of mentors, immersion experiences, intensive 
institutes, and other innovative practices must be used.
    A Regional Interpreter Education Center funded under this priority 
also must do the following:
    (a) Develop formal relationships with Local Partner Networks as 
defined in this notice.
    (b) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement effective practices in interpreter 
education.
    (c) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement the ``Program Quality Indicators'' 
for this program.
    (d) Coordinate with existing interpreter training programs to 
identify and conduct outreach activities with recent and new graduates 
in order to provide training, including mentoring, to make them work-
ready.
    (e) In collaboration with the National Center, Local Partner 
Networks, and consumers, provide skill-based, context-based, and 
knowledge-based interpreter education activities of significant scope 
and sequence to interpreters in the identified region. Products 
developed by the National Center must be incorporated into the 
educational activities to the greatest extent appropriate. Educational 
opportunities must include, but not be limited to--
    (1) Educating deaf individuals and practicing deaf and hearing 
interpreters to serve as mentors and provide mentoring to novice and 
working interpreters who need additional feedback and experience to 
become qualified;
    (2) Addressing the various linguistic and cultural preferences 
within the deaf, hard of hearing, and deaf-blind communities through 
strands of specialized interpreter education;
    (3) Focusing on interpreting in specialized environments such as 
rehabilitation, legal, medical, mental health, or multicultural 
environments, working with specific populations such as deaf-blind, 
oral, trilingual (including those who are fluent in spoken English and 
spoken Spanish along with both American Sign Language and Mexican Sign 
Language or other sign languages used by Spanish-speaking communities), 
or cued speech users, and improving specific skill sets such as sign-
to-voice interpreting, team interpreting, sight translation, or ethical 
decisionmaking and professionalism;
    (4) Developing interpretation and transliteration competencies for 
interpreters working with deaf, hard of hearing, and deaf-blind 
individuals with differing modes of communication, including, but not 
limited to, the use of language immersion experiences in American Sign 
Language, Conceptually Accurate Signed English, oral communication, 
tactile communication, and cued speech;
    (5) Using state-of-the-art technologies for training on how to 
deliver interpreter services from remote locations and in handling 
various technologies during interpreter assignments (e.g., microphones, 
assistive listening devices, cameras, lights, etc.); and
    (6) Educating consumers on skills related to self-advocacy and 
working effectively with interpreters.
    (f) In collaboration with the National Center, Local Partner 
Networks, and consumers, implement and deliver the specific educational 
activities identified in the education needs assessments.
    (g) Provide information to the National Center for the purpose of 
promoting the educational activities of the National Center.
    (h) Provide qualitative and quantitative data on the educational 
activities conducted, pre- and post-assessments, portfolios produced, 
participant demographics, and other pertinent information to the 
National Center for the purpose of evaluating program effectiveness.
    (i) Coordinate and collaborate with the other Regional Interpreter 
Education Centers funded by RSA and funded through this priority.
    (j) Set aside 10 percent of the project's annual budget submitted 
to RSA to cover the costs of specific collaborative activities between 
the National Center and the Regional Interpreter Education

[[Page 44841]]

Center or Centers including, but not limited to, travel, 
communications, materials development, Web site development, and other 
collaborative efforts.
    Fourth and Fifth Years of Project:
    In deciding whether to continue a project for the fourth and fifth 
years, the Secretary will consider the requirements of 34 CFR 75.253(a) 
for continuation awards.
    The Secretary will also consider the following:
    (a) The recommendation of a review team consisting of experts 
selected by the Secretary. The team will conduct its review in 
Washington, DC, during the first half of the project's third year. A 
project must budget for the travel associated with this one-day 
intensive review.
    (b) The timeliness and effectiveness with which all requirements of 
the award have been or are being met by the project.
    (c) Evidence of the degree to which the project's activities have 
contributed to changed practices and improved quality of interpreters.
    (d) Evidence of the degree to which the project's activities have 
served each State within its designated geographic region.

Priority 3--Programs Offering at Least a Bachelor's Degree in 
Interpreter Education

    Within the existing priority from 34 CFR 396.33, we are 
establishing a priority to support applications from postsecondary 
institutions that offer and have awarded at least a bachelor's degree 
in interpreter education.

Intergovernmental Review

    This program is subject to Executive Order 12372 and the 
regulations in 34 CFR part 79. One of the objectives of the Executive 
order is to foster an intergovernmental partnership and a strengthened 
federalism. The Executive order relies on processes developed by State 
and local governments for coordination and review of proposed Federal 
financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.
    Applicable Program Regulations: 34 CFR parts 385 and 396.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or Adobe 
Portable Document Format (PDF) on the Internet at the following site: 
http://www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html.

(Catalog of Federal Domestic Assistance Number 84.160 Training of 
Interpreters for Individuals Who Are Deaf or Hard of Hearing and 
Individuals Who Are Deaf-Blind)

    Program Authority: 29 U.S.C. 772(f).

    Dated: July 28, 2005.
John H. Hager,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 05-15252 Filed 8-2-05; 8:45 am]
BILLING CODE 4000-01-P