Texas educational interpreting

Educational Interpreting Guide: EIPA, Certification, and Texas Schools

What the EIPA assessment measures, what Texas law actually requires for K-12 interpreters, and how schools, interpreters, and families can tell an assessment score apart from a professional certification.

Compiled from the current Texas Education Agency rule text for 19 TAC Chapter 89, the Texas Education Code, the Boys Town EIPA Diagnostic Center, Texas Health and Human Services, the U.S. Department of Education, and RID, with links back to those sources throughout.

Find your situation Start with Texas law

Current Texas rule explained Both EIPA tests covered Assessment vs. certification Linked to official sources

Last reviewed July 2026 · Based on the current TEA rule text for 19 TAC §89.1131 (amended effective July 30, 2024), TEC §29.304, TEA interpreter certification guidance, and Boys Town EIPA Diagnostic Center materials

Why this guide exists

Educational interpreting is where a widely repeated misunderstanding still circulates: that an EIPA score of 4.0 plus RID membership is a statewide alternative to certification in Texas. It is not. The current Texas rule requires an interpreter who is certified by RID or BEI in the appropriate language mode when certification in that mode is available, and the EIPA is an assessment, not a certification. This guide explains the current legal requirements, what the EIPA actually is and how it is used, and where district hiring policy differs from state law.

This guide does not restate BEI certification pathways, fees, or renewal rules (those are owned by the Complete Texas BEI Certification Guide), court requirements (covered in the Texas Court Interpreting Guide), or step-by-step credential verification (covered in How to Verify an Interpreter).

Who this guide is for

School districts and special education directors

Working and aspiring educational interpreters

Parents and families of deaf and hard of hearing students

Interpreter students and training programs

Charter schools, private schools, and colleges

Anyone verifying an educational interpreter's qualifications

Quick facts

The current Texas rule. 19 TAC §89.1131(e): K-12 interpreting services must be provided by an interpreter certified in the appropriate language mode(s), if certification in those modes is available. When certification is available, the interpreter must be certified by or a certified member of RID or the Texas BEI.
EIPA is an assessment. The Educational Interpreter Performance Assessment, run by Boys Town National Research Hospital, is a diagnostic evaluation. Boys Town states it is an assessment agency, not a certifying or licensure agency.
Two independent EIPA tests. A Performance Test (video-recorded interpreting, reported using EIPA rating levels anchored from 1.0 through 5.0) and a Written Test (176 questions, pass at 75%). Neither is a prerequisite for the other.
The old pathway is gone. The former EIPA score language was removed from the Texas rule effective July 30, 2024. Separately, RID's Ed:K-12 certificate has been under moratorium since January 1, 2016.
Federal law also applies. IDEA makes interpreting a related service, and Section 504 and ADA Title II require effective communication in public schools.
Districts can go further. A district may set stricter hiring standards or use EIPA results in screening, but when certification in the mode is available, local policy does not replace the state certification requirement.

Current as of TEA's June 2026 publication of 19 TAC Chapter 89 Subchapter AA and current Boys Town EIPA materials. Last reviewed July 2026.

Section 01

Why educational interpreting is different

Interpreting in a K-12 classroom is not community interpreting with a younger consumer. Several things change at once:

Students vary widely in language development. Students vary widely in language history, language access, academic language, and communication development. Educational interpreting may occur while a student is still developing signed language, English, academic vocabulary, or more than one of these.
The interpreter can be a frequent language model. In some placements, an educational interpreter may be one of the student's most frequent fluent signing models during the school day. That makes language quality and consistency important, but the interpreter does not replace direct communication with teachers, peers, Deaf adults, or other language models.
The content spans every subject. One assignment can move from algebra to a chemistry lab to a novel discussion to a pep rally, each with its own vocabulary and discourse style.
The interpreter works inside a legal structure. Interpreting in public schools is a related service under federal special education law, delivered as part of an individualized education program (IEP), with documentation, team meetings, and accountability that community assignments do not have.
The role has boundaries that get tested daily. Educational interpreters are asked, sometimes explicitly and sometimes by drift, to tutor, discipline, supervise, or aide. Those are different jobs. This guide addresses role boundaries directly.

Because the stakes involve a child's education and language development, both Texas and the federal government regulate who may provide the service in public schools. The next two sections cover those rules.

K-12 vs. everything else

This guide is about K-12 public schools, where the Texas certification rule and IDEA apply. Private schools, colleges, and universities operate under different legal frameworks, covered later in this guide.

Section 02

The Texas legal framework

Two Texas provisions do most of the work for K-12 interpreting, supported by the federal requirement that states establish personnel qualifications.

Texas Education Code §29.304

The statute requires that a teacher of students who are deaf or hard of hearing either be proficient in the appropriate language modes or use an interpreter certified in the appropriate language modes, if certification is available. This is the legislative foundation for the certification rule.

19 TAC §89.1131(e): the current certification rule

The commissioner's rule, as amended effective July 30, 2024 and published in TEA's current Chapter 89 Subchapter AA rule text, states that interpreting services for students who are deaf must be provided by an interpreter who is certified in the appropriate language mode(s), if certification in such mode(s) is available. When certification is available, the interpreter must be a certified member of or certified by the Registry of Interpreters for the Deaf (RID) or the Texas Board for Evaluation of Interpreters (BEI).

What the current rule requires

For Texas public schools, an educational interpreter must hold RID certification or Texas BEI certification in the appropriate language mode, whenever certification in that mode is available. The rule does not name a minimum BEI level, and it contains no EIPA score pathway.

Common mistake: citing the old EIPA 4.0 pathway

An earlier version of the Texas rule referenced an EIPA Performance score of at least 4.0 together with RID certified-membership eligibility. That language was removed when §89.1131 was amended effective July 30, 2024. Separately, RID placed the Ed:K-12 certification under moratorium effective January 1, 2016. Existing Ed:K-12 holders remain RID certified, but RID is not awarding the credential to new candidates. The key current point: the EIPA pathway no longer appears in the present Texas rule. Treat any source still repeating it as out of date and check the current rule text directly.

Statewide law vs. district policy

The rule above is the statewide legal floor. Districts routinely add local requirements on top of it, such as a preferred BEI level, an EIPA screening score, degree requirements, or experience minimums. Those are hiring policies, not state law, and they vary district to district. Section 10 covers district policies in detail.

Which schools and settings the rule covers

How interpreter requirements differ by school type and placement in Texas.
Setting	Certification rule	Governing framework
Traditional public districts and open-enrollment charter schools	Public education entities; RID or BEI certification required per 19 TAC §89.1131(e) when certification in the mode is available	IDEA, Section 504, ADA Title II, TEC §29.304, applicable Texas special education rules
District-placed nonpublic schools or facilities	When a district places a student in a nonpublic setting to provide FAPE, the district retains its legal responsibilities under IDEA and applicable Texas placement and contracting rules; this is not ordinary private-school employment	IDEA, Texas placement and contracting rules
Parentally placed private-school students	No individual IDEA entitlement to all services; equitable services may be provided through a services plan, and personnel providing IDEA equitable services generally must meet the same standards as comparable public-school personnel, subject to federal exceptions	IDEA equitable services provisions
Nonreligious private schools	The state K-12 certification rule does not govern private employment; effective communication obligations arise under disability law	ADA Title III; Section 504 when the school receives federal financial assistance
Religious private schools	Religious entities are exempt from ADA Title III; other federal, state, contractual, or funding-based obligations may still apply	Varies by funding and agreements
Colleges and universities	The Texas K-12 certification rule does not govern postsecondary employment; institutions must provide qualified interpreters when necessary for effective communication, but no universal interpreter certification is named by these laws	ADA Title II and Section 504 (public); ADA Title III, and Section 504 when applicable (private nonreligious); IDEA does not apply

Sources: 19 TAC §89.1131(e) (TEA current rule text); TEC §29.304; 34 CFR Part 300, including the equitable services provisions; 28 CFR Parts 35 and 36. Rows for nonpublic and postsecondary settings summarize the governing statutes, not district or institutional policy.

A labeling quirk worth knowing

TEA's interpreter certification guidance page currently cites the rule as "19 TAC §89.1131(d)." In the current rule PDF published by TEA, the interpreting provision sits at subsection (e). The substance is the same: RID or BEI certification in the appropriate language mode when certification is available. Cite the current rule text when precision matters.

Section 03

Federal law: IDEA, Section 504, and the ADA

Three federal frameworks apply to public schools at the same time, and they answer different questions. Keeping them separate prevents most confusion about what a school "must" do.

IDEA: interpreting as a related service

Interpreting services are a defined related service under 34 CFR §300.34(c)(4), including oral transliteration, cued language transliteration, sign language transliteration and interpreting, and transcription services, as used with children who are deaf or hard of hearing.
States set personnel qualifications. 34 CFR §300.156 requires each state to establish qualifications for related services personnel. Texas's answer to that requirement is 19 TAC §89.1131(e).
The IEP team must consider communication needs. Under 34 CFR §300.324(a)(2)(iv), for a child who is deaf or hard of hearing, the team must consider the child's language and communication needs, opportunities for direct communication with peers and professionals in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode.

Section 504 and ADA Title II

Section 504 of the Rehabilitation Act and Title II of the ADA apply to public schools independently of IDEA. A student who does not qualify under IDEA may still be entitled to interpreting or other communication access under a Section 504 plan. ADA Title II adds an effective communication obligation: public entities must furnish appropriate auxiliary aids and services, and in doing so must give primary consideration to the aid or service requested by the individual with a disability. The U.S. Departments of Education and Justice have issued joint guidance explaining that a school can meet its IDEA obligations and still fall short of its ADA effective communication duty, which is evaluated separately.

Two different questions

The student's IEP answers "what communication access does this child need to receive a free appropriate public education?" The state certification rule answers "who is qualified to be employed to deliver that access?" A fully certified interpreter can still be the wrong fit for a particular student's mode or level, and a well-matched interpreter still has to meet the certification rule. Keep the student-need question and the employment-qualification question separate.

Did you know?

IDEA's definition of interpreting services is broader than sign language interpreting. It expressly includes oral transliteration, cued language transliteration, and transcription services, which is one reason the Texas rule speaks in terms of "appropriate language mode(s)" rather than a single credential.

Section 04

What EIPA is and is not

The Educational Interpreter Performance Assessment (EIPA) is administered by the EIPA Diagnostic Center at Boys Town National Research Hospital. It consists of two independent evaluations: a Performance Test and a Written Test. There are no prerequisites for either, no required sequence, and no degree requirement.

Boys Town is explicit about the nature of the program: it is an assessment agency, not a certifying or licensure agency. The EIPA measures skill and knowledge and returns diagnostic results. It does not confer a credential, does not carry a code of conduct with an enforcement process, and does not have a renewal or continuing education system the way BEI and RID certification do.

The EIPA Screener

Boys Town also offers the EIPA Screener, a supplemental screening resource for educational and interpreting agencies. It provides a brief snapshot of a candidate's expressive and receptive educational-interpreting skills at the time of review, using Proficient, Developing, and Not Yet Proficient descriptors. It is not a formal assessment, does not replace the full EIPA Performance Test, does not predict an EIPA Performance score, and is not intended for use by individual interpreters. Agencies should treat a Screener result as one supplemental input, never as a standalone or determinative hiring measure.

How EIPA and certification relate

Some states and organizations use EIPA scores as a qualification standard for educational interpreters, each setting its own threshold. RID also historically awarded an Ed:K-12 certificate to interpreters who passed the EIPA Written Test and scored 4.0 or higher on the Performance Test. That certificate went into moratorium on January 1, 2016, and is not being awarded to new applicants; interpreters who already hold Ed:K-12 remain RID certified. Separately, the former EIPA score language was removed from the Texas rule when §89.1131 was amended effective July 30, 2024. In Texas today, an EIPA score by itself does not satisfy the state rule; when certification in the appropriate mode is available, the rule requires RID or BEI certification.

Comparison of an EIPA assessment with BEI or RID certification.
Feature	EIPA (assessment)	BEI / RID (certification)
What you receive	A diagnostic score and rater feedback	A professional credential with legal recognition in Texas schools
Meets 19 TAC §89.1131(e)	No (not by itself, where certification in the mode is available)	Yes, in the appropriate language mode
Ongoing requirements	None; a score is a point-in-time result	Renewal and continuing education requirements
Ethics enforcement	None attached to a score	Code of professional conduct with complaint processes
Best use today in Texas	Skill diagnosis, development planning, supplemental hiring information	Meeting the legal qualification to interpret in K-12 schools

Sources: Boys Town EIPA Diagnostic Center (classroominterpreting.org); RID Certifications Under Moratorium page; 19 TAC §89.1131(e) (TEA current rule text).

The EIPA is still valuable

Nothing above means the EIPA is obsolete. It is a detailed diagnostic assessment designed specifically for educational interpreting, and districts, agencies, and interpreters may use EIPA results for skill assessment, development planning, or hiring information. EIPA results may also be relevant in jurisdictions or organizations that expressly recognize them. What changed in Texas is its legal status, not its usefulness.

Section 05

The EIPA Performance Test

The Performance Test evaluates two things: the ability to expressively interpret classroom content and discourse, and the ability to receptively interpret student sign language. It is not limited to any one sign language or system; it is used to evaluate interpreters who work with students who use predominantly American Sign Language (ASL) or Pidgin Sign English (PSE).

Format. The candidate's interpreting is video-recorded using standardized classroom stimulus materials, with the candidate choosing an elementary or secondary grade band, and is later scored by trained raters at the Diagnostic Center.
Fee. $365, and an approved local test administrator may charge an additional fee of up to $85.
Registration. Tests are administered by EIPA-approved local test administrators; candidates register through the Boys Town test registration catalog and may test at any site, in any state.
Results. Scoring is done by rater teams and takes time; Boys Town posts a current test processing date. Candidates receive scores across skill areas plus a summary rating reported using the EIPA rating levels, anchored from 1.0 through 5.0, with written diagnostic feedback.

Use the report, not just the number

The Performance Test's real product is the diagnostic breakdown: which specific skill areas (for example, sign production, use of space, voicing student language) are strong and which need work. Interpreters preparing for BEI or RID certification can use that feedback to target study; districts can use it to plan mentoring.

Verify current test details before relying on them

Fees, session structure, offered language options, and processing timelines are set by the EIPA Diagnostic Center and can change. Confirm current details at classroominterpreting.org or with the Diagnostic Center at eipa@boystown.org before registering or building a hiring policy around them.

Section 06

The EIPA Written Test

The Written Test evaluates knowledge critical to working with students in an educational setting. It is a separate product from the Performance Test, with its own registration and fee, and passing it says nothing about interpreting skill (and the reverse).

Format. An online, proctored, multiple-choice test with 176 questions and a four-hour time limit; the average candidate finishes in about two and a half hours.
Nine domains. Child language development, culture, education, English, interpreting, linguistics, literacy and tutoring, professionalism, and technology.
Scoring. Pass/fail, with 75% or above required to pass. Candidates learn their result at the test site.
Fee. $260, plus any proctor fee charged by the local site.
Scheduling. Four quarterly testing sessions per year, with registration opening approximately two weeks before each session (December 15, March 15, June 15, and September 15) and closing five full days before each test date. Cancellations before that deadline are refunded minus a $40 processing fee; no-shows and late cancellations are not refunded.
Accommodations. Requests go to the EIPA Diagnostic Center, in writing with professional documentation, before registering. Local proctors cannot approve accommodations.

No sequence, no prerequisites

Boys Town does not require the Written Test before the Performance Test or the other way around, and no degree is required to sit for either. States and districts that use the EIPA decide for themselves which components they require.

Section 07

Understanding EIPA scores

Performance Test results are reported using the EIPA rating levels, anchored from 1.0 through 5.0. The rating is a skill evaluation, not a pass/fail outcome and not a credential. There is no universal EIPA threshold. A state, employer, or other organization that uses EIPA results establishes its own standard. Texas's current statewide rule does not establish an EIPA score threshold.

Boys Town publishes a Profile of Skills at Each Rating Level, anchored at the five whole-number levels below. Actual reports may contain intermediate decimal scores; Boys Town does not publish a separate descriptor for every decimal value, so read a decimal score against the anchored levels around it and against the diagnostic feedback in the report.

The five published EIPA rating levels with concise paraphrases of the official profiles.
Rating level	Published label	Concise paraphrase of the official profile
Level 1.0	Beginner	Demonstrates very limited skill; communication is largely ineffective for classroom use.
Level 2.0	Advanced Beginner	Conveys some content, with frequent errors and omissions; not yet able to provide reliable classroom access independently.
Level 3.0	Intermediate	Communicates much of the classroom message, with weaknesses that can affect student access; continued skill development is needed.
Level 4.0	Advanced Intermediate	Broad, generally accurate work with good strategies; remaining errors rarely interfere with communication.
Level 5.0	Advanced	Consistently accurate, fluent, flexible interpreting across classroom demands.

Labels from the official Boys Town document "Profile of Skills at Each Rating Level of the EIPA." Descriptions are concise paraphrases of that document; consult the official profile for the full published language.

Common mistake: reading a score as a certification

"EIPA 4.2" on a resume is a real, meaningful data point about skill at the time of testing. It is not a certification, it does not renew, it carries no continuing education, and in Texas it does not by itself qualify someone to interpret in a public school. Ask certified candidates for their BEI or RID credential and verify it; treat the EIPA score as supporting evidence about skill.

Read older scores in context

An EIPA result documents performance at a particular point in time. When reviewing an older result, consider the assessment date together with current certification, recent work, training, references, and other evidence of present skills.

Section 08

BEI and RID credentials in Texas schools

Since the current rule requires RID or BEI certification when certification in the mode is available, the practical question for interpreters and districts is which credential fits the assignment. Full pathways, eligibility, fees, and renewal rules for BEI live in the Complete Texas BEI Certification Guide; the summary below covers only what matters for schools.

Texas BEI options relevant to schools

BEI Basic, Advanced, and Master. The general certification ladder. Texas HHS describes Basic as demonstrating minimum competency for educational settings, with Advanced and Master covering progressively more complex work. The school rule itself does not name a minimum level.
BEI MSS and SEE certificate types. Texas BEI recognizes MSS (Morphemic Sign System) and SEE (Signing Exact English) certificate types associated with those language modes, relevant when a student's IEP specifies an English-based sign system. Confirm current testing availability and maintenance status directly with Texas HHS before presenting either as a currently open testing pathway.
BEI Intermediary certificates. Texas's credential for Deaf interpreters, relevant when the team determines that a Deaf interpreter should be part of the service (see language mode and student needs).

RID credentials relevant to schools

Active RID certification. An active RID certification may satisfy the RID portion of the Texas rule, but the interpreter must still be qualified for the assigned role and appropriate language mode. NIC generally relates to hearing-interpreter roles, while CDI relates to Deaf-interpreter roles. One does not automatically substitute for the other.
Ed:K-12 holders remain RID certified and continue to satisfy the rule, even though the certificate is closed to new applicants.
Legacy RID certifications count only when they remain current and maintained under RID requirements.

To confirm any of these credentials, verify directly with the certifying body's registry rather than relying on a resume line. Step-by-step verification is covered in the Resource Center's How to Verify an Interpreter guide.

Did you know?

RID is not currently awarding the Ed:K-12 certification to new candidates. Texas's current statewide rule does not require a separate education-specific credential; it requires qualifying RID or BEI certification in the appropriate mode when certification is available.

Section 09

Appropriate language mode and student communication needs

Both TEC §29.304 and 19 TAC §89.1131(e) hinge on the phrase "appropriate language mode(s)." For a student served under IDEA, the ARD or IEP team determines the student's language and communication needs, required services, and placement based on evaluation and IDEA's special-factors analysis, with parent and student participation as appropriate. For a student served under Section 504, the Section 504 team conducts the corresponding individualized analysis. The interpreter's qualifications must then match the communication mode and assigned role.

Common modes in Texas classrooms

American Sign Language (ASL). A complete natural language; matched by BEI general certification and RID certification.
English-based signing and sign systems. Students whose IEPs specify Signing Exact English or the Morphemic Sign System are matched by BEI's SEE and MSS certificate types, subject to the availability caveat in the credentials section.
Oral transliteration. For students who speechread, BEI issues oral certificates; IDEA lists oral transliteration within interpreting services.
Other modes. IDEA's definition also covers cued language transliteration and transcription services. Where no RID or BEI certification exists for a mode, the rule's "if certification is available" condition governs, and districts should document how they qualified the provider.

Deaf interpreters and complex communication needs

A Deaf interpreter or Deaf-hearing interpreter team may be considered when the student's individualized communication needs cannot be met effectively by the current arrangement. Relevant factors may include the student's language, communication history, visual or tactile needs, comprehension, preferences, and whether the existing service provides effective access. No diagnosis, age, or category of student automatically requires a Deaf interpreter; the question is individualized effectiveness.

Texas's credential for Deaf interpreters is the BEI Intermediary certificate; the national credential is RID's CDI. Holding either establishes qualification for a Deaf-interpreter role, not suitability for every assignment. The ARD or IEP team, or the Section 504 team when applicable, should consider the student's individualized communication needs and determine the services required.

Match the credential to the mode, not just the rule

A certified interpreter whose certification is in the wrong mode for the student does not satisfy the rule, which requires certification "in the appropriate language mode(s)." An ASL-certified interpreter assigned to a student whose IEP specifies SEE, or the reverse, is a mode mismatch even though a credential exists.

Section 10

The interpreter on the educational team

Under IDEA, interpreting is a related service delivered as part of the student's program, which makes the educational interpreter part of the team that carries out the IEP. That is a broader role than community interpreting, but it is still a defined role with edges. Except where a controlling source is cited, the role-boundary points below are recommended professional practice and role-design guidance that districts should define by policy and job description.

What the role includes

Interpreting instruction, class discussion, and peer interaction across the school day.
Contributing observations about the student's access and communication when the team asks, within the scope the district defines.
Recommended professional practice: preparing for content by reviewing lesson materials, vocabulary, and texts in advance.

What the role is not

Not a teacher or tutor. Instruction is the certified teacher's job. Where a district assigns tutoring through the interpreter, recommended practice is to make it an explicit, separately defined duty rather than a drift from interpreting.
Not a classroom aide by default. Paraprofessional duties are addressed by a different rule provision, 19 TAC §89.1131(d), and a different job description. Recommended practice: districts that blend the roles should do so deliberately, in writing, and without letting aide duties displace interpreting time.
Not the student's voice in decisions. The interpreter facilitates the student's own communication.

Settings the service covers

Classroom instruction is the core assignment.
Testing. Statewide assessment accommodations, including any use of signed administration, are governed by TEA's published accessibility policies for the current school year; the interpreter follows the test administration rules, not classroom practice.
Extracurriculars and field trips. IDEA requires that students with disabilities have an equal opportunity to participate in nonacademic and extracurricular services and activities (34 CFR §300.107), and ADA effective communication obligations extend to school-sponsored activities. Recommended practice: plan interpreting for athletics, clubs, performances, and trips in advance rather than improvising.

ARD and IEP meetings

An educational interpreter is not automatically a required ARD or IEP committee member. The interpreter may be invited as a person with knowledge or special expertise regarding the student, or may contribute information when requested and appropriate.

Interpreters also appear in these meetings in a second capacity: providing communication access so that a deaf parent or the student can participate. When one person is expected both to interpret the meeting and participate as a service provider, the dual role may limit neutral access and full team participation. Districts should plan distinct functions or separate personnel where feasible; this is role-design guidance, not a legal prohibition on one person serving both functions.

Recommended practice: put role boundaries in writing

Most role conflict in schools comes from an undefined job description. A short written statement of interpreting duties, any additional assigned duties, and reporting lines prevents the slow slide into aide work and protects the student's access time. Districts should define this by policy and job description.

Section 11

District hiring policies and local requirements

State law sets the floor: RID or BEI certification in the appropriate mode, when certification in that mode is available. Districts and their regional service centers commonly add local requirements, and job postings reflect local policy as much as state law. Typical local additions include:

A minimum BEI level (for example, preferring Advanced for secondary placements) or specific RID credentials.
EIPA results used as screening or development data, including a Performance Test score for placement decisions or Screener results as one supplemental, non-determinative hiring input.
Degree, experience, or background requirements beyond the certification rule.
Mentoring, evaluation, or professional development obligations for interpreting staff.

When you read a posting or a district handbook, sort each requirement into one of two buckets: "state law" (the certification rule) or "this district's policy" (everything else). Both are real requirements for that job, but only the first travels with you across the state, and only the first is enforceable as the statewide qualification standard.

Local policy cannot substitute for the state rule

When certification in the appropriate language mode is available, a district's local policy cannot replace the statewide certification requirement with an EIPA score, provisional status, or a statement that the employee is working toward certification. A district facing a staffing shortage should confirm lawful options with TEA, its education service center, and legal counsel rather than treating a local job posting as authority to waive the rule.

Section 12

Requester decision guide

Find the situation that matches yours, then follow the link.

I run a district program and need to hire an interpreter

Require current RID or BEI certification in the student's language mode when certification in that mode is available, verify it, then layer your local standards on top.

See the Texas rule

A candidate lists an EIPA score

Treat it as skill evidence, not a credential. Confirm they also hold RID or BEI certification before placement.

Read scores correctly

I'm an interpreter who wants to work in Texas schools

Pursue BEI certification or current RID certification appropriate to your role and mode; use the EIPA diagnostically along the way.

Credential options

I'm a parent and communication access isn't working

Raise it with the ARD, IEP, or Section 504 team; the school's obligations come from IDEA, Section 504, and the ADA together.

Know the framework

The student's needs are complex or non-standard

The team may consider a Deaf and hearing interpreter team based on the student's individualized communication needs.

Mode and Deaf interpreters

I'm at a private school, charter, or college

Your obligations differ from a traditional district's; start with the setting comparison table.

Compare settings

Section 13

Common misunderstandings

"EIPA 4.0 plus RID membership qualifies you in Texas"

Out of date. The current rule requires RID or BEI certification in the appropriate language mode when certification in that mode is available. The earlier rule language referencing an EIPA score of at least 4.0 with RID certified-membership eligibility was removed when the rule was amended effective July 30, 2024. Separately, RID's Ed:K-12 certificate has been closed to new applicants since 2016.

"The EIPA is a certification"

Boys Town describes itself as an assessment agency, not a certifying or licensure agency. The EIPA returns a diagnostic score. Certification comes from BEI or RID.

"Passing the Written Test means you can interpret"

The Written Test measures knowledge, not interpreting skill, and the two EIPA components are independent. Neither one, alone or together, is a Texas qualification.

"The educational interpreter is basically an aide who signs"

Interpreting is a distinct related service under IDEA with its own personnel rule. Aide duties belong to a different role, and blending them without a written plan erodes the student's access.

"Our district policy is the law"

District requirements above the certification rule are local hiring policy. They bind that district's hiring, but the statewide legal requirement is the certification rule itself, including its condition that certification in the mode be available.

"Colleges follow the K-12 rule"

The K-12 certification rule is a commissioner's rule for public schools. Postsecondary institutions owe effective communication under the ADA and, when applicable, Section 504, and they set their own interpreter qualification standards to meet those obligations. No universal interpreter certification is named by those laws.

Section 14

Frequently asked questions

Grouped by topic. Most answers link to the detailed section above.

Texas requirements

What certification does Texas require for K-12 interpreters? RID or BEI certification in the appropriate language mode, when certification in that mode is available; see the Texas legal framework.
Does the rule name a minimum BEI level? No; see the Texas rule and your district's local policy.
Is an EIPA score enough to work in a Texas public school? Not where certification in the mode is available; see what EIPA is and is not.
Do charter schools follow the same rule? Open-enrollment charters are public schools for special education purposes; see the settings table.
What about private schools and colleges? Different frameworks apply, and they differ by category; see the settings table.

EIPA testing

What does the Performance Test cost and cover? See the Performance Test.
What does the Written Test cost and cover? See the Written Test.
Do I have to take the Written Test first? No; the tests are independent. See the Written Test.
Is there a degree requirement for the EIPA? No; Boys Town sets no prerequisites. See what EIPA is and is not.
What is the EIPA Screener? A supplemental agency screening resource, not a formal assessment; see what EIPA is and is not.
How do I request testing accommodations? Through the Diagnostic Center before registering; see the Written Test.
Where can I test? At any approved site in any state, via the Boys Town registration catalog; see the Performance Test.

Scores and credentials

What do the rating levels mean? See understanding EIPA scores and the official profile document.
Is there a universal EIPA passing score? No. A state, employer, or other organization that uses EIPA results establishes its own standard; see understanding EIPA scores.
Do EIPA scores expire? The current official EIPA website does not identify a general expiration rule for Performance Test scores. A score remains a record of performance at the time of testing, but its date, the interpreter's subsequent experience, training, and current work should be considered. Contact the EIPA Diagnostic Center for the current policy before treating an older score as valid for a particular hiring requirement.
What happened to RID's Ed:K-12 certificate? Moratorium since January 1, 2016; holders remain certified. See what EIPA is and is not.
Which BEI certificates matter for schools? See BEI and RID credentials in schools; full detail is in the Complete Texas BEI Certification Guide.
How do I verify a claimed credential? Check the certifying body's registry directly; step-by-step guidance is in the Resource Center's How to Verify an Interpreter guide.

Students, IEPs, and the classroom

Who determines the student's language and communication needs? The ARD or IEP team under IDEA, or the Section 504 team when applicable; see federal law and language mode.
When is a Deaf interpreter appropriate? When individualized needs cannot be met effectively by the current arrangement; see Deaf interpreters and complex communication needs.
Does interpreting cover field trips and extracurriculars? Access obligations extend to school activities; see the team section.
Is the educational interpreter a required ARD or IEP committee member? Not automatically; see ARD and IEP meetings.
Can the student's interpreter also interpret the parent's meeting access? The dual role may limit neutral access; see ARD and IEP meetings.
Can an interpreter be assigned aide or tutoring duties? Only as explicit, separately defined duties under district policy; see what the role is not.

Hiring and policy

Can our district require more than the state rule? Yes; see district hiring policies.
Can our district accept less than the state rule? Not where certification in the mode is available; see the warning on local policy.
How should we use EIPA results in hiring? As screening and development data alongside certification, with Screener results treated as supplemental only; see district hiring policies and understanding scores.

Reference library

Official resources

Primary sources for readers who want to confirm details or go deeper.

About this guide

This guide is maintained by 3 Bridges Sign Language Services and is reviewed periodically against the current Texas Administrative Code rule text published by the Texas Education Agency, TEA guidance, Boys Town EIPA Diagnostic Center materials, Texas Health and Human Services BEI resources, and U.S. Department of Education regulations. Sources are linked throughout and listed in the resources section. Last reviewed July 2026. To report an error or a regulatory change, please contact us.

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