(b) Responsibilities:

1. (1) Meet the classroom teacher or teachers and the student or students and explain the role of an interpreter/transliterator prior to providing services;
2. (2) Obtain teacher’s editions of textbooks, course outlines, and other related materials prior to providing services;
3. (3) Set aside time for planning with the teacher to discuss course content, lessons plans, upcoming tests, tutoring assignments, etc.;

4. (4)

   1. (A) Position oneself so the student can easily see the:

(i) Interpretation;

1. (ii) Teacher; and

   1. (iii) Visual instruction.
   2. (B) Consideration should be given to appropriate seating and lighting arrangements for the benefit of the student or students;
2. (5) Voice the student’s questions, comments, responses, and presentations accurately;
3. (6) Ask for clarification when information is not clear;
4. (7) Remind the teacher or teachers and student or students to communicate directly with each other;
5. (8) Follow the Code of Professional Conduct for interpreters as well as school district policies and procedures;
6. (9) Seek technical assistance from the Outreach Program Support System for the Hearing Impaired;
7. (10) Provide input regarding communication issues during programming meetings;
8. (11) Provide tutoring services only under the guidance of the classroom teacher or teachers;
9. (12) Wear solid colors contrasting to skin tones or subdued prints rather than bright, busy patterns;
10. (13) Refrain from having personal conversations that interfere with the educational process; and
11. (14) Maintain an interpreter’s license issued by the Department of Health.