Hiring K-12 Staff Educational Interpreters:
A Guide and Best Practices
Addressing the K12 educational interpreter shortage in Wisconsin
If you're unsure how to hire, classify, or retain educational interpreters, start by reviewing the NAIE Educational Interpreter Professional Guidelines. These national standards explain the responsibilities, qualifications, and ethical expectations of interpreters working in educational settings.
Help for HR:
Sample Interpreter Job Description (link)
We’ve also included answers to common questions about classification and employment practices to help you make informed decisions and retain qualified interpreters on your staff.
Statewide Deaf Education Vacancies
(Pulled from WeCAN)
Related: Read WESP-DHH's letter to address the state-wide K-12 interpreter shortage
Registry of Interpreters for the Deaf
Understanding the Role of Educational Interpreters in Schools
Interpreters are highly trained professionals who provide a critical related service under the Individuals with Disabilities Education Act (IDEA,) ensuring that deaf and hard of hearing students have full time access to classroom instruction and school communication.
Hiring and supporting educational interpreters may be unfamiliar territory for many school districts. When districts take the time to learn about and correctly support interpreters, the results are powerful - better student outcomes, higher staff retention and stronger IEP compliance.
Interpreters are often mistakenly classified as being grouped with aides or support staff. This can lead to confusion around supervision, scheduling and expectations.
Lack of understanding can result in ineffective schedules, burnout, high turnover, and most critically, failure to meet the communication needs outlined in a student’s IEP, putting the district at risk of noncompliance.
This page aims to provide guidance to ensure interpreters are appropriately classified, supported, and retained, while helping districts fulfill their legal and ethical responsibilities.
If your district currently has vacant interpreter positions, you may consider calling an agency to fill in temporarily until you can hire a staff interpreter.
Wisconsin DPI Classification
The Wisconsin Department of Public Instruction (DPI) classifies Educational Interpreters as Related Service Providers (RSPs) under the Individuals with Disabilities Education Act (IDEA).
This classification reflects their professional training and essential role in ensuring deaf and hard-of-hearing (D/HH) students have equal access to education.
Other Related Service Providers (RSPs) include Speech-Language Pathologists (SLPs), Occupational Therapists (OTs), and Physical Therapists (PTs).
It is important that school districts do not categorize Educational Interpreters as paraprofessionals.
Educational Interpreters:
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Provide related service of real-time sign language interpreting for D/HH students, require a credential and license, follow a strict code of ethics and confidentiality standards, and function as equal members of the educational team.
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Required DPI License: Educational Interpreter License [O020]
Paraprofessionals:
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Assist with classroom management, provide instructional support, work under the direction of a teacher, and generally do not require a credential or license.
Some paraprofessionals may hold the Special Education Program Aide License [O070] - However, this is not an interpreting license.
Employing a paraprofessional with an Special Education Program Aide [O070] license as an educational interpreter violates state and federal laws, and puts the district at legal risk. This also denies D/HH students the qualified communication access they are entitled to under IDEA.
Job postings that classify interpreters as paraprofessionals may unintentionally discourage qualified applicants and contribute to ongoing vacancies.
Grouping interpreters with other Related Service Providers will attract more candidates.
Grant Access to School Systems
Interpreters should have access to student class schedules, IEPs and accommodation plans, attendance records and communication platforms. This information should not be withheld or only accessible through other staff members. This ensures interpreters are fully informed and able to support continuity of services.
Provide Preparation Time
Interpreters need dedicated time to review lesson materials, learn new vocabulary or content and collaborate with teachers. Prep time should be equal to that of classroom teachers and built into their schedule.
Interpreting is the Primary Responsibility
Sometimes other relevant duties may be assigned to interpreters, however, interpreters should not be tasked with:
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Supervision or behavior management of regular ed students, lunchroom or hallway supervision, or bus duty (unless for D/HH students)
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Note-taking, auditory training, troubleshooting assisted listening devices
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Substituting for teachers, paraprofessionals, or aides
These duties fall outside the role of interpreting and may compromise the D/HH student’s access to communication.
A helpful way to think about this is that interpreters are there to support the D/HH student. If that student isn’t present, the interpreter wouldn’t be needed, so relying on interpreters for other duties isn’t sustainable and may affect the quality of support when it’s most needed.
Best Practices for Employing Educational Interpreters
The Role of Interpreters on the IEP Team
Educational interpreters are valuable members of the IEP (Individualized Education Program) team and bring a unique and essential perspective. Their primary contribution is to provide insight into the student’s communication access, language development, and how interpreting is functioning across educational settings. Interpreters can inform the team about the student’s receptive and expressive language needs, whether the current interpreting setup is effective, and identify any challenges that may impact the student’s ability to fully access the curriculum or classroom interactions.
Interpreters also help ensure the IEP reflects accurate accommodations and services related to communication access. Their experience working closely with the student gives them firsthand knowledge of what strategies are or aren't working in real time.
If the Deaf or Hard of Hearing student is present for their own IEP meeting, a separate interpreter must be provided to interpret the meeting content. The student’s regular interpreter should not perform dual roles as they must be free to contribute as a team member. They cannot simultaneously interpret and participate in discussions. This ensures the integrity of both the interpreting process and the interpreter’s professional input. Providing a separate interpreter also protects the student’s right to full access during a meeting that directly affects their education.
Interpreters follow a code of ethics, with one tenant being that interpreters are not to perform dual roles. Asking an interpreter to both interpret and participate in an IEP meeting is asking the interpreter to breach their code of ethics.
RID Code of Professional Conduct
NAIE Educational Interpreter Code of Ethics
Note: While educational interpreters are aware of IEP goals and support their implementation in the classroom, it is the Teacher of the Deaf and Hard of Hearing (DHH) who serves as the case manager. The DHH teacher is responsible for writing the IEP, setting appropriate educational goals, and collecting and analyzing data to ensure those goals are being met. Interpreters may provide relevant observations that inform the IEP process, but they do not write or manage the IEP. This distinction ensures that each professional operates within their scope of practice while working collaboratively to support the student’s success.
Who Manages or Supervises Interpreters?
Supervision should ideally fall under a Deaf/Hard of Hearing (DHH) program coordinator, or special education administrator who has received training in supervising interpreters. Some districts also contract with external interpreting consultants to help ensure qualified and knowledgeable oversight.
In larger D/HH programs where multiple Deaf and Hard of Hearing students are served, it is essential to establish a clear internal structure to ensure consistent interpreting services. In these cases, it may be helpful to elect one interpreter to be designated as a Lead Interpreter or Interpreter Coordinator. This individual takes on additional responsibilities beyond interpreting, such as managing interpreter schedules, ensuring coverage for all classes, IEP meetings, assemblies, field trips, and athletic and extracurricular activities. The Lead Interpreter also serves as the primary point of contact for coordinating with local interpreting agencies when substitute interpreters are needed. Assigning this role helps streamline communication, ensures legal compliance with IEP requirements, ultimately improving service delivery and student outcomes.
In rural or smaller districts where only one interpreter is employed, it is even more critical to ensure that the interpreter is not isolated or unsupported. These districts should work with a qualified special education administrator or coordinate with regional DHH programs such as WESP-DHH to provide professional supervision, mentorship, and observation. Partnering with nearby districts or cooperatives to share resources can also be an effective solution for ensuring appropriate oversight.
It is inappropriate for teachers to supervise interpreters, as interpreters are not subordinate staff but rather equal peers providing a distinct professional service. Teachers may collaborate with interpreters to support student success, but they are not responsible for evaluating interpreter performance or managing their schedules.
Providing appropriate supervision not only supports interpreters professionally but also ensures compliance with federal law, particularly the Individuals with Disabilities Education Act (IDEA), and protects the student’s right to equal access in the educational environment.
Who Can Evaluate the Skills of Interpreters?
Evaluating the skills of sign language interpreters in educational settings requires a nuanced understanding of both interpreting and the unique demands of the K–12 environment. The EIPA (Educational Interpreter Performance Assessment) score is an indicator of whether an interpreter meets the minimum skill level to work in educational settings. The EIPA score ranges from 1.0 to 5.0, with higher scores indicating stronger interpreting skills. In Wisconsin, interpreters must achieve a minimum score of on the EIPA to obtain the DPI license and be employed in K–12 schools. An initial license requires a score of 3.3 and renewals require a 3.5 or above. (DPI also allows interpreters to maintain a DSPS license in lieu of an EIPA score.)
Studies indicate an interpreter with a 3.3 score may convey only about 40–60% of classroom content, with more frequent omissions or simplifications. A 3.5 indicates moderate proficiency, with around 60–75% of information typically interpreted accurately. A 4.0 or above reflects a highly skilled interpreter who can consistently deliver 85–95% of the classroom content, including complex academic language and abstract concepts.
The National Association of Interpreters in Education (NAIE) recommends a minimum score of 4.0 for interpreters working in classroom settings to ensure students receive meaningful and equitable access. Asking for an applicant’s EIPA score during hiring helps districts find the right fit for the academic environment.
For formal evaluations, school districts may coordinate with WESP-DHH (Wisconsin Educational Services Program for the Deaf and Hard of Hearing), a department of DPI, which can provide trained professionals to conduct classroom observations and offer skill-based assessments. This ensures that the evaluation is performed by someone who understands the complexities of educational interpreting, Deaf education, and IDEA compliance.
In districts with multiple interpreters, it is common practice for interpreters to observe and provide informal peer feedback as a form of professional development and support. However, peer interpreters should not be tasked with completing formal evaluations, as this can create conflicts of interest and undermines the integrity of the evaluation process.
Formal evaluations should always be conducted by someone qualified to assess interpreting skills, preferably with interpreting credentials and educational interpreting experience, to ensure fair, accurate, and legally sound assessments.
Can DHH Teachers Serve as Interpreters?
In Wisconsin, Teachers of the Deaf and Hard of Hearing (DHH) are not permitted to interpret in educational settings unless they also hold a valid interpreting license from the Department of Public Instruction (DPI) for K–12 settings or from the Department of Safety and Professional Services (DSPS) for community work. Even when licensed, combining teaching and interpreting roles is generally discouraged due to ethical and practical considerations.
Why Is This Important?
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Legal Requirements: Federal law (IDEA) and Wisconsin state regulations require interpreters in K–12 settings to be licensed and qualified to ensure students receive appropriate and impartial communication access.
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Separate Credentials: Interpreting and teaching require different training, skill sets, and certifications. Being a licensed teacher does not automatically qualify someone to interpret.
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Professional Boundaries: Teaching and interpreting are distinct roles. Mixing the two can create role confusion and challenges in maintaining clear responsibilities.
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Language Considerations: Not all DHH teachers have extensive training in American Sign Language (ASL), and fluency is not a requirement for teaching licensure.
Collaborative Support
DHH teachers play a vital role in providing direct instruction and supporting student success, either through direct communication in ASL, if fluent, or in collaboration with licensed educational interpreters. In classrooms, it’s best practice for teachers to focus on instruction while interpreters focus on facilitating access, ensuring that each professional can contribute fully within their area of expertise. This team approach supports both legal compliance and the best possible outcomes for students.
Professional Development
In Wisconsin, interpreters holding a DPI Educational Interpreter License are required to maintain their license by earning Continuing Education Units (CEUs.) 7.5 CEUs (75 hours) are required during each license cycle. These CEUs are earned through specialized workshops and trainings, approved by RID (Registry of Interpreters for the Deaf).
Because interpreter professional development is distinct from teacher in-services, some districts successfully support their interpreters by allowing staff interpreters to attend workshops, either online during teacher PD days, or in person during the school day with paid time.
If your district relies on interpreters to provide access for adult stakeholders such as Deaf staff, parents, or community members, those interpreters are maintaining their DSPS licensure as well. To maintain this license, interpreters must earn 2.0 CEUs (20 hours) during each renewal cycle.
The good news is that CEUs earned can typically count toward both licenses, as long as they meet each licensing body’s criteria.
Encouraging and enabling interpreters to maintain their licensure through relevant, high-quality training ultimately benefits students by ensuring access is provided by professionals who are current with best practices, ethical standards, and evolving educational needs.
We understand that navigating the world of educational interpreting can feel overwhelming—especially if you haven’t worked closely with deaf and hard-of-hearing students or sign language interpreters before. But here’s the good news: you're not alone, and getting it right makes a huge difference for students.
Thank you for taking the time to understand this critical role. When you invest in hiring and supporting educational interpreters well, you're opening doors for students, families,
and your entire school community.