NAC656A.290. Apprentice level interpreter in educational setting: Application; qualifications; participation in plan of mentoring; preparation of professional development plan; prohibition on practice in certain settings; authorized areas of practice.

     1. To apply for and maintain registration as an interpreter in an educational setting as an apprentice level interpreter, a person must:

     (a) Have at least a high school diploma or a general equivalency diploma.

     (b) Hold in good standing a score of 3.0 on the Educational Interpreter Performance Assessment or achieve a comprehension skill level of 3 on the Educational Sign Skills Evaluation which is valid for 1 year after registration.

     (c) On or after August 13, 2012, have passed the written portion of the Educational Interpreter Performance Assessment.

     (d) Except as otherwise provided in this paragraph, participate in a plan of mentoring, with at least 40 hours of mentoring every 3 years, with a mentor who is registered at an advanced level pursuant to NAC 656A.310. If the mentor does not reside in this State, he or she is not required to be registered pursuant to this chapter and chapter 656A of NRS, but he or she must possess the appropriate certification status as an intermediate interpreter pursuant to NAC 656A.300 or an advanced interpreter pursuant to NAC 656A.310. A person who is not certified with the Registry of Interpreters for the Deaf but who is deemed by the Division to be competent in American Sign Language and to be knowledgeable about the deaf culture may serve as a mentor if he or she has passed the written portion of the Educational Interpreter Performance Assessment or the exam provided by the Registry of Interpreters for the Deaf, is able to show proof of completion of a course in mentorship training which has been approved by the Division or holds an associate’s degree or a higher degree in interpretation, English or a related field from an accredited college or university. A mentor must have a working knowledge of English, American Sign Language and any other relevant languages, and a working knowledge of interpreting methodologies, the interpreter code of ethics and other skills salient to the mentoring relationship. The plan of mentoring must be signed by the apprentice level interpreter and the mentor. Any hours of mentoring which exceed the 40 hours of mentoring required pursuant to this paragraph may be applied toward the hours of continuing education the apprentice level interpreter is required to complete.

     (e) Have a professional development plan, prepared on a form provided by his or her local school district and approved in writing by his or her supervisor, which includes specific goals for professional development as an interpreter and includes 75 contact hours of continuing education every 3 years.

     2. If an apprentice level interpreter is not required to have continuing education units by his or her certifying body, the interpreter must participate in a professional development plan provided by the Division.

     3. An apprentice level interpreter is not qualified to engage in the practice of interpreting in a community setting without holding the appropriate professional certification as set forth in NAC 656A.240 to 656A.270, inclusive.

     4. Except as otherwise provided in this subsection, an apprentice level interpreter may only engage in the practice of interpreting in the grade levels for which he or she is assessed. An apprentice level interpreter may engage in the practice of interpreting in a grade level for which he or she is not assessed if:

     (a) The apprentice level interpreter is acting as a substitute interpreter, but he or she may not do so for more than 10 consecutive working days.

     (b) An interpreter is required pursuant to a pupil’s individualized education program, as defined in NRS 388.524, and if the school has documentation showing that a reasonable attempt to find interpreting services for the pupil was made.

     5. Except as otherwise provided in this subsection, an apprentice level interpreter may only engage in the practice of interpreting in a modality for which he or she is assessed. An apprentice level interpreter may engage in the practice of interpreting in a modality for which he or she is not assessed if:

     (a) The apprentice level interpreter is acting as a substitute interpreter, but he or she may not do so for more than 5 consecutive working days.

     (b) An interpreter is required pursuant to a pupil’s individualized education program, as defined in NRS 388.524, and if the school has documentation showing that a reasonable attempt to find interpreting services for the pupil was made.

     (Added to NAC by Office of Disability Services by R210-08, eff. 10-1-2008; A by Aging & Disability Services Div. by R151-09, 8-13-2010)