Basic Building Blocks Will Require: Collaboration Between Entities Identifying Potential Roles for Partners

 Interpreter training: training new interpreters, not continuing education for veteran interpreters  Sustaining: continuing with the ability to provide interpreters for the languages needed, where they are needed and with the skills that are needed.

 Students with the appropriate language skills  Standards  Curriculum  Qualified trainers  Sponsor/provider  Funding  Link to JOBS in the field of study!

 Students with the appropriate language skills  Literate in English?  Literate in first language?  Students with the appropriate educational background  GED  High school diploma  Appropriate ESL level (for supported programs)  Students with the appropriate computer and technology skills?  Upload and download documents  Create a resume and attach to  Apply online for a job  Fill out questionnaire  Fill out I-9 forms and such

 CCIE Accreditation (ASL)  RID  NCIHC – Training Standards  NCIHC accreditation process  CCHI  IMIA accreditation process  NBCMI  DSHS

 Private  Need more skin in the game!  Non-profit  Need to factor in interpreter funding in grant requests  Higher education  Need to offer training in conjunction with employer partnerships  Professional organizations  Should assist in training of trainers  Expanding number of nationally certified languages

 Financial aid  need-based  very often loans rather than grants  Scholarships  merit-based  Worker retraining  Goodwill Industries  Other? Like Salvation Army? JobCorp? WorkSource?  Tuition/taxes  Dependent on standard analyses of demand: poor fit for interpreters  Grants

 Working interpreters  Professionals in related fields  Graduate degrees/certificates in interpreting  U.S.: few programs:  Monterey Institute of International Studies most prominent, emphasis on conference interpreting  Europe: many more graduate programs, many with community emphasis  e.g., University of Geneva

 Community College’s: emphasis on adjunct faculty  Credentials required  Low pay & and ± benefits  Loss of flexibility (compared to interpreting)  Private trainers  Low overhead  Vetting

 Matching demand to interest  Proficiency in working language  Possible support/correlation  Proficiency in English  Support programs, e.g. I-BEST

 A look at curriculum, costs and scheduling

Course Title CreditsPracticumLab hoursMode of Instruction Medical Terminology5 Medical Law & Ethics2. Bilingual Spanish- English in the Workplace 3 Thursdays 6-8 pm Human Body Structure & Function in Health & Disease I 5. HIV/Aids Certification(4 hours) 0.4. Basic Life Support for Healthcare Providers/CPR 0.4 Background check $ Immunizations (Variable – Depends on Person) Books Undetermined $ Quarter Total Credits 3Tuition$ Typical Waived Course for HCP

Course Title CreditsPracticumLab hoursMode of Instruction Fundamentals of Interpreting I 7 30 hours arranged Thursdays 5– 9 pm Transcultural Competency for Healthcare Professionals 2 Human Body Structure & Function in Health & Disease II 5 Fundamentals of Spanish/English Medical Translation 1 Books Undetermined $ Uniform $ Quarter Total Credits 10Tuition$

Course Title CreditsPracticumLab hours Mode of Instruction Fundamentals of Interpreting II 1290 hours arrangedTuesday Thursdays 5-9 pm Social Services Interpreting2 Wednesday 6-8 pm Books Undetermined $ Quarter Total Credits14Tuition$1,299.38