​​​​​​Northshore School District is committed to providing quality language access to its families with limited or developing English proficiency. All parents have a right to effective communication with their child’s school, teacher(s), and district, and to fully participate in their child’s education. To make sure this right is fulfilled for all parents, regardless of what language they speak, Northshore School District will provide quality interpretation and translation services, at no cost to families. 

This Language Access Plan  outlines the services available and how families and staff can use language access services and receive support, in accordance with Northshore School District policy and procedure (Northshore School District Board Policy No. 4218 and Procedure No. 4218P), as well as Washington state law (RCW 28A.183.040.3.a.) and federal law and court rulings (Title VI of the 1964 Civil Rights Act, 1990 Individuals with Disabilities Education Act, Lau v. Nichols 1974, and more). This aligns with the District’s Strategic Goal 3: Growth for every student, elimination of outcome and opportunity gaps. When districts communicate well with families, burdens on students are reduced, feelings of belonging increase, and student achievement increases. 

1. Each year, the Language Access Coordinator will analyze data to:
   1. Identify language groups that form at least 5 percent of the District’s total parent population or 1000 persons (whichever is less); 
   2. Identify commonly spoken languages by families in the District;
   3. Understand in which languages the District’s language access services are used; 
   4. Identify the top languages of each school and share with school administration.
2. This data will be used to understand the needs of the District’s schools and families in order to improve language access services. The Language Access Coordinator will also collect feedback and community input to guide the ongoing development and improvement of language access services, recognizing multilingual parents as the experts on their needs and experiences. 
3. Northshore School District is fortunate to be home to a vibrant, diverse community of families who speak over 123 languages. Currently, the ten most common languages amongst the District’s families according to preferred communication languages are:
   1. English (122416 parents)
   2. Spanish (4088 parents)
   3. Korean (690 parents)
   4. Russian (611 parents)
   5. Portuguese (552 parents)
   6. Chinese (Unspecified) (504 parents)
   7. Vietnamese (341 parents)
   8. Mandarin (268 parents)
   9. Hindi (243 parents)
   10. Telugu (224 parents)
4. The top ten languages in which interpretation was requested during the 2024-2025 school year were:
   1. Spanish
   2. Portuguese
   3. Arabic
   4. Russian
   5. ASL
   6. Vietnamese
   7. Mandarin
   8. Ukrainian
   9. Tigrigna
   10. Korean

• Consecutive interpretation: The interpreter interprets after the speaker  finishes speaking - one person is speaking at a time, and the interpreter is usually at the front of the room at a podium or microphone.
• Interpretation: Interpreting is the process of understanding and analyzing a spoken or signed message and re-expressing that message faithfully, accurately and objectively in another language, taking the cultural and social context into account. (NCIHC, p. 3)
• Language access services: Services available for free for parents with developing English proficiency to help them communicate with the District, including interpretation and translation
• Limited or developing English proficiency: Someone with limited or developing English proficiency may speak some or no English and may need language access support through interpretation or translation to fully understand information communicated in English. 
• Preferred communication language: The language in which a parent prefers to communicate and feels most empowered communicating in. In Northshore the preferred language is collected at time of student enrollment and data is stored in Synergy. 
• Simultaneous interpretation: In simultaneous interpretation, the interpreter interprets with as little delay as possible, speaking at the same time as the speaker - usually via headsets for the audience.
• Translation: Translation is the conversion of a written text into a corresponding written text in a different language (NCIHC, p. 3)
• Vital document: Vital documents are forms or messages from the District that are very important for parents to be able to understand. They might include 
  1. registration, application, and selection; 
  2. academic standards and student performance; 
  3. safety, discipline, and conduct expectations; 
  4. special education and related services, Section 504 information, and McKinney-Vento services; 
  5. policies and procedures related to school attendance; 
  6. requests for parent permission in activities or programs; 
  7. opportunities for parents to access school activities, programs, and services;
  8. student/parent handbook; 
  9. the District’s Language Access Plan and related services or resources available; 
  10. school closure information; and 
  11. any other documents notifying parents of their rights under applicable state laws and/or containing information or forms related to consent or filing complaints under federal law, state law, or District policy.

1. LanguageLine Phone Interpretation: When calling any school district phone number, parents can request for an interpreter to be connected. Staff will use LanguageLine to connect an interpreter to interpret the phone call live. 
2. LanguageLine Video Interpretation: If an in-person interpreter does not show up or cannot be arranged, staff can use LanguageLine InSight video to call an on-demand interpreter via video call. 
3. Headsets for simultaneous interpreting: The District has sets of headsets, microphones, receivers, and transceivers to be used to facilitate simultaneous interpreting for events. Staff can reserve these to check them out for events - please note, the headsets do not automatically interpret and staff also need to schedule a live interpreter. 
4. Pocketalks: The District has a small number of Pocketalks, which are devices that can be used to machine interpret a one-on-one conversation. Although these cannot replace a human interpreter in meetings, they are a helpful supplement for other situations, such as welcoming multilingual event attendees and explaining how to access interpretation for an event. If hosting an event, staff can reserve groups of 5 Pocketalks to facilitate welcoming and tabling. The District intends to investigate and acquire additional devices to facilitate interpretation when possible and appropriate in the future. 
5. Microsoft Live: Microsoft Live can provide live machine-translated captions of a presentation on a parent’s device. This can be used to facilitate language access in situations where an interpreter is not available.

1. Interpretation: Families can request interpretation for a meeting with the school or District from school office staff or their student’s classroom teacher, as well as from the Language Access Coordinator, Aspen Brooks (425.408.7783, abrooks@nsd.org) . 
   1. Over the phone: When calling the school or District offices, families can request that an over-the-phone interpreter be connected to interpret the call. To request an interpreter on a phone call, you can use this script:

Hello, my name is ____________. Can you please connect an interpreter for _____________ (your language)? Thank you.

2. Events: For events that parents are invited to, they can request interpretation from the staff member organizing the event or the Language Access Coordinator. Parents are encouraged to ask for interpretation in advance so that staff can make sure interpretation is available.
3. In person: Office staff have “I Speak” cards that show many different languages - parents can point to their language, and office staff will call an interpreter to interpret the conversation. 

2. Translation: Families can find translated documents on the District website, or request additional translations of District documents from school staff or the Language Access Coordinator. To request a translation, you can use this script:

Hello, my name is _________. My child’s name is__________. I received a paper from __________ (teachers name). Can you please translate this document into __________ (your language). Thank you.

3. ParentSquare: The District’s recommended communication tool is ParentSquare, which will automatically translate messages into parents’ preferred communication language as recorded in Synergy - the district’s student information system. Parents can change the language that they receive ParentSquare messages in, which will not change their official preferred communication language in Synergy. If parents wish to change their preferred communication language in Synergy, they should contact the Office Manager of their child’s school. If the machine translation is not working well, please contact the Language Access Coordinator for support, and they will arrange a human translation or oral interpretation. 

1. Interpretation: Please refer to the NSD Interpretation and Translation Services document for full guidance on requesting interpreter services. Staff are responsible for arranging interpretation for their own meetings and events, but can reach out to the Language Access Coordinator for support if issues or concerns arise. 
2. Resources: All language access resources can be found on the Staff Toolbox, including the Translation Hub, best practices, and technology guides. This has all translated forms - please check there before requesting a translation. 
3. Translation: If a family requests a translated document that is not already available on the Translation Hub, please reach out to the Language Access Coordinator, who will facilitate translation. 
4. Events: If planning a parent-facing event:
   1. In the invitation to parents, include a notice that they can request interpretation if needed. Templates are available here.
   2. Send the event invitation in multiple languages - if using ParentSquare, this occurs automatically. 
   3. Communicate with parents about what interpretation support will be available based on requests and the guidance above.
   4. Arrange interpretation as appropriate for the event using the NSD Interpretation and Translation Document. As a reminder, cost is covered by the Administrative Center. 
   5. Reserve Pocketalks for tabling or headsets for simultaneous interpretation if needed.
   6. Reach out to the Language Access Coordinator if unsure what type of interpretation to provide or in need of other guidance or troubleshooting.
5. Messages: The District recommends that non-vital communication to parents be delivered via ParentSquare, which provides automatic machine translation into a parent’s preferred communication language. Parents’ preferred communication language is collected during enrollment and input into Synergy, which automatically syncs into ParentSquare. If they wish, parents can adjust their ParentSquare language - this will not change their preferred communication language in Synergy. If a parent wishes to change their preferred communication language in Synergy, they should contact the Office Manager at their child’s school. For ParentSquare support, please contact Kaarin Sharman at ksharman@nsd.org. 
6. Important reminders:
   1. Please request interpretation from an external vendor or qualified in-house interpreter as soon as it is known that it will be needed. Typically it can take up to two weeks to confirm services. 
   2. Try to arrange in-person interpretation whenever possible. If this cannot be arranged, work with the family to see if they would like to reschedule or use video interpretation. LanguageLine InSight Video on-demand interpretation can be used to call a live interpreter without a prescheduled appointment. For other unexpected situations needing an interpreter, use LanguageLine over the phone. 
   3. If it is necessary to cancel an interpretation request with an external vendor, please make sure to cancel before their cancellation deadline. We are charged if the request for support is not cancelled.
   4. If external vendors are unable to fulfill a request or an interpreter for a less common language is needed, please contact the Language Access Coordinator for support.
7. Training: Staff will receive annual training on language access principles and resources available in the District. All staff will also receive annual information on how to request interpretation and translation. 

Support and Feedback: For support, troubleshooting, or to share feedback, please contact the Language Access Coordinator, Aspen Brooks, at 425.408.7783 or abrooks@nsd.org.

1. If you are having trouble accessing language access services, have a complaint or concern about language access services that have been provided to you by the District, or were not provided interpretation or translation when you needed it, parents can reach out to the principal of their child’s school or a staff member that they feel comfortable communicating with. Parents can also reach out to the Language Access Coordinator. We will do our best to understand what is not working, and how we can work together to improve language access services and communication. 
   1. Language Access Coordinator: Aspen Brooks, 425.408.7783, abrooks@nsd.org 
2. If you are unhappy with the resolution of your concern, you can also contact the following offices:
   1. Office of Superintendent of Public Instruction
      1. Equity and Civil Rights Office
      2. 360-725-6162 
      3. www.k12.wa.us/equity
   2. Office of the Education Ombuds
      1. 1-866-297-2597 
      2. oeo.wa.gov 

Northshore School District is committed to making sure that families with developing English proficiency are fully welcomed, included, and valued as an important part of their child’s education. The District will continue to strive to build and improve language access services and communicate with LEP parents to better understand and meet their communication needs.

You can find this information about parents' rights in additional languages on the OSPI website:

MORE LANGUAGES

Parents' Rights: Interpretation and Translation Services 

All parents have the right to information about their child’s education in a language they understand. When your child enrolls in school, the school will ask you about the language you would like to use when communicating with the school. This helps your school identify your language needs so they can provide an interpreter or translated documents, free of charge.  

What you can expect from your school and school district: 

You are an important part of your child’s education!  

The school will communicate with you—in your language—about your child’s education. This often includes translated documents and a language interpreter for meetings and conversations.  

You have the right to these services even if you speak some English and even if your child can speak or read in English. 

The school will communicate with you in your language about important information and opportunities for your child. This includes information about: 

• Registration and enrollment in school
• Grades, academic standards, and graduation
• School rules and student discipline
• Attendances, absences, and withdrawal
• Parent permission for activities or programs
• Health, safety, and emergencies
• School closures
• Opportunities to access programs or services--including highly capable, advanced placement, and English language learner programs 

Meetings and conversations with teachers and school employees 

When you talk with teachers or school employees, the school will offer an interpreter if you need one. This includes parent–teacher conferences, meetings about special education, or any other conversations about your child’s education.  

The school will use only competent interpreters who are fluent in English and in your language. The school will make sure interpreters understand any terms or concepts that will be used during the meeting. The school will not use students or children as interpreters. 

The interpreter should be neutral and should communicate everything said during the conversation. They should not omit or add to what anyone says. The school will make sure interpreters understand their role and the need to keep information confidential. The interpreter might be in person or on the phone and might be district staff or an outside contractor.  

The school will offer an interpreter for any meetings or conversations at school or about your child’s education. You can also ask the school if you need one. 

Written information 

The school will translate important written information into the most common languages spoken in your school district. If you receive information that is not in your language, please let the school know if you would like it translated in writing or explained orally to you in your language. 

Have questions or concerns? Need support? 

If you have any questions or would like to request an interpreter or translation, your school can help. You can ask anyone in the school for help, including front office staff or the principal. If you have any problems or difficulties getting help, you can contact Aspen Brooks, the Language Access Coordinator, by email at abrooks@nsd.org or by telephone at 425.408.7783.

Addressing concerns and complaints  

These are your rights! 

Under state and federal civil rights laws, you have the right to access information in your language.  

Ask the main office for a copy of the district’s language access policy and procedure. You can also read them online here:  

https://go.boarddocs.com/wa/nsd/Board.nsf/files/CJPNCC5F42A8/$file/Policy%204218%209.27.22.pdf 

https://go.boarddocs.com/wa/nsd/Board.nsf/files/DB6QQX6A79AF/$file/4218P%20-%20Language%20Access%20Procedure%20-%20Final.pdf  

Concerns and complaints 

If you have concerns about the school’s interpretation or translation services—or if you were not offered an interpreter or translation you needed—you have several options.  

1. Talk with your principal or a school employee you are comfortable with. A discussion with your school principal is often the best first step to address your concerns. Explain what happened, and let the principal know what they can do to help resolve the problem.  

2. Talk with your school district. You can also contact the school district to share your concerns. You can call the civil rights coordinator or the superintendent at the district office. 

3. Ask for help resolving your concerns. You can also contact these agencies for more information about your rights or for assistance to resolve your concerns. 

Equity and Civil Rights Office

Office of Superintendent of Public Instruction  

360-725-6162 | www.k12.wa.us/equity  

Office of the Education Ombuds 

1-866-297-2597 | oeo.wa.gov

4. You can file a complaint. To file a complaint, explain what happened in writing—in any language—and send it to the district by mail, email, or hand delivery. Make sure to keep a copy for your records. Within 30 calendar days, the district will investigate your complaint and respond to you in writing. More information about your complaint options are online here: www.k12.wa.us/Equity/Complaints.aspx

Please know that the school may not retaliate against you or your child for sharing concerns or filing a complaint.

Parents’ Rights: Interpretation and Translation Services  | English 

Office of Superintendent of Public Instruction, July 2016

Northshore School District BOARD POLICY No. 4218 

SPANISH

LANGUAGE ACCESS 

The Board of Directors is committed to improving meaningful, two-way communication and promoting access to District programs, services, and activities for students and their parents​ or guardians​ and families. ​​The Board recognizes that ​individuals who are multilingual and developing fluency to communicate in the English language​​ ​are assets to the community. It is crucial that the District seek to address language barriers and do so free of charge. To that end and as required by law the District will develop and adopt a plan for implementing and maintaining a language access program that is culturally responsive, provides for systematic family engagement developed through meaningful stakeholder engagement, and is tailored to the District’s current population of students and families who ​​​​​are multilingua​​l and ​still developing fluency to communicate in the English language. ​     ​ 

 At a minimum, the District’s plan for a language access program will adhere to the principles of an effective language access program for culturally responsive, systematic family engagement, which are: 

• Accessibility and equity. This means that schools provide communication and language access to all students and families; two-way communication is a priority and is woven into the design of all programs and services. 

• Accountability and transparency. This means that the language access program and decision-making processes at all levels are: open, accessible, and usable to families; readily available; continuously improved based on ongoing feedback from families and staff; and regulated by a clear and just complaint process.  

• Responsive culture. This means that schools are safe, compassionate places where each family’s opinions are heard, needs are addressed, and contributions are valued. 

• Focus on relationships. This means that schools seek to understand families without judgment, building trust through respectful relationships that recognize the unique strengths that each family and student possesses. 

The Northshore School District will implement its Language Access Program by the 2023-2024 school year.   

Identification of Families Needing Language Access Services  

The District will accurately and in a timely manner identify parents or family members of students that are ​​multilingual and still developing fluency to communicate in the English language ​​and provide them information in a language they can understand regarding the language service resources available within the District. 

Oral Interpretation 

The District will take reasonable steps to provide multilingual parents, guardians, or family members that are ​​developing English proficiency​​​ ​with oral interpretation of materials or information about any program, service, and activity provided to school families​. ​The District will provide such services upon request and/or when it may be reasonably anticipated by District staff that such services will be necessary.  

Written Translation 

​​The District will provide written translation of vital documents for each family in their preferred language. Written translation will occur when the communication language constitutes at least five percent of the District’s total parent or guardian population or 1000 persons, whichever is less. For purposes of this policy, “vital documents” include, but are not limited to, those related to:     ​​​​     ​​​​     ​​​     ​​​     ​​​​​​     ​​​​     ​​​​     ​​​     ​​​     ​​​     ​ 

• ​​enrollment, ​registration, application, and selection;  

• ​​report cards​​;​ 

• ​​student rights and responsibilities​​;​ 

• special education and related services, Section 504 information, ​English Language Development services ​and McKinney-Vento services;  

• policies and procedures related to school attendance;  

• requests for parent ​and guardian ​permission in activities or programs 

• ​​parent or guardian rights around language access​;​​ 

• school closure​ and emergency​ information; and  

• any other documents notifying parents ​or guardians ​of their rights under applicable state laws and/or containing information or forms related to consent or filing complaints under federal law, state law, or District policy.  

If the District is unable to translate a vital document due to resource limitations or if a small number of families require the information in a language other than English such that document translation is unreasonable, the District will still provide the information to parents​ or guardians​ in a language they can understand through oral interpretation.  

Staff  

The Superintendent will designate a staff member to serve as the Language Access Coordinator, who will monitor and facilitate compliance with state and federal laws related to language access. The Language Access Coordinator’s name and contact information will be shared so parents​ or guardians​, school staff, and community members may contact them to inquire about language access services. 

All school administrators, particularly those who have the most interaction with the public, such as registrars and enrollment staff, certificated staff, and other appropriate staff as determined by the Language Access Coordinator, will receive guidance on meaningful communication with parents​ or guardians​ or family members with​ multilingual skills that are developing English proficiency​​​, ​​best practices for working with an interpreter, how to access an interpreter or translation services in a timely manner, language services available within the District and other information deemed necessary by the Language Access Coordinator to ​implement ​the District’s language access plan and program.  

​​Appropriate district staff, as determined by the Language Access Coordinator, will also receive guidance on the interaction between this policy and the District’s Public Information Program policy​.​​     ​​ 

The District and district staff will continue to provide effective communication for students’ families who are deaf, deaf and blind, blind, hard of hearing, or need other communication assistance.  

Cross References:	2110 - Transitional Bilingual Instruction Program
	3210 - Nondiscrimination   4100 - Community Relations - Public Information Program  4105 - Community Relations - Website Accessiblity  4220 - Community Relations - Title 1 Parent Involvement
Legal References:	Chapter 28A.155 RCW Special Education
	Chapter 28A.642 RCW Discrimination prohibition
	Chapter 49.60 RCW Discrimination – Human Rights Commission
	Chapter 392-400 WAC Pupils
	WAC 392-400-215 Student rights
	Title VI of the Civil Rights Act of 1964
Management Resources:	2022 - June
	2019 - July Policy Issue
	2016 - July Issue
	OSPI website: Interpretation and Translation Services

Adopted by the Board: 9/27/22  
Classification: Essential 

Northshore School District ADMINISTRATIVE PROCEDURE 4218P 

SPANISH

COMMUNITY RELATIONS 

Language Access 

The following procedures are intended to implement Policy 4218, establish meaningful, two-way communication between the District and parents/family members with limited English proficiency, and promote access for such parents and families to the programs, services, and activities of the District. 

A. Definitions 

1. Persons with “limited English proficiency” are individuals who are unable to communicate effectively in English either verbally or in writing, or both, because their primary language is not English, and they have not developed fluency in the English language. A person with limited English proficiency may have difficulty in one or more of four domains of language: speaking, listening, reading, and writing. Staff are urged to remember that limited English proficiency may be context-specific—e.g., a parent may have sufficient English language skills to understand, communicate and/or exchange basic information with a teacher, but they may not have sufficient skills to communicate detailed, specific information needed in a particular context, like an IEP meeting, a 504 meeting, or a student discipline hearing. 

2. “Primary language” means the primary language spoken by a student’s parent or guardian, or the predominant language spoken in the student’s home. Parents may have more than one primary language and/or dialect. 

3. “Language services” refers to a broad spectrum of services used or required to facilitate communication and understanding between speakers of different languages, and typically includes interpretation and translation services. 

4. “Interpretation” means the process of first fully understanding, analyzing, and processing a spoken or signed message and then faithfully rendering it into another spoken or signed language. 

5. “Interpreter” means a spoken language or sign language interpreter working in a public school, as defined in RCW 28A.150.010, to interpret for students’ families, students, and communities in educational settings outside the classroom, 

6. “Translation” means the process of communicating the meaning of a written source-language text into an equivalent target language text in such a way that the content of both texts can be considered the same. 

7. Qualified Interpreter” means an interpreter who is able to interpret effectively, accurately, and impartially, both receptively and expressively using necessary specialized vocabulary. 

B. Language Access Program 

The District’s language access program will include completion of the following activities: 

·   Adopting or developing a language access plan that outlines how the District will identify language access needs, allocate resources, establish standards for providing language access services, and monitor the effectiveness of the language access program (additional information about how to develop the language access plan is provided in a subsequent section of this procedure); 

·   Administering the self-assessment developed by the Language Access Technical Assistance Program of Center for Improvement of Student Learning, established in RCW 28A.300.130 for evaluating the provision of language access services (additional information about the self-assessment is provided in a subsequent section of this procedure); 

·   Using the guide developed by the Language Access Technical Assistance Program of Center for Improvement of Student Learning, established in RCW 28A.300.130 for developing, implementing, and evaluating the District’s language access policy, procedures, and plan. The processes for developing and evaluating the language access policy, procedures, and plan must engage staff, students' families, and other community members in ways likely to result in timely and meaningful feedback, for example partnering with community-based organizations and providing translation and interpretation in languages that are understood by students' families; 

·   Reviewing, periodically, the District’s language access policy and procedures to incorporate necessary updates; 

·   Collaborating with community-based organizations on how to work effectively with interpreters and families; and 

·   Reviewing, updating, and publishing, at least annually, information about the school district's language access plan, policy and procedures, and language access services, including the need for, and spending on, language access services. The information must include notice to families about their right to free language access services and the contact information for any school district language access coordinator and any building points of contact for language access services. The information must be translated into common languages understood by students' families. 

Developing a Language Access Plan   

The District will develop a language access plan for ensuring the district complies with the language access policy adopted by the board and all other language access requirements. The language access plan will establish the following: 

·   Who is responsible for implementing the plan, including district-level administrators, workgroups, committees, or other district and school staff who will be responsible for overseeing the language access work in the district and schools, developing and modifying the language access plan, establishing and implementing operational procedures (i.e., how staff may access interpretation and translation services), and monitoring and evaluating the effectiveness of the District’s language access plan and services. 

·   Staff training on the district’s language access policy, procedure, and plan, including the frequency, curriculum, and target personnel who will participate in the training. 

·   Identification of the language access needs in the district and the services that will be provided. The plan will include a list of the languages that students, parents, and families communicate in and the prevalence of those languages. The plan will also identify the languages in the district that vital publications most commonly must be regularly translated into, in alignment with this procedure. 

·   How the District will conduct outreach to parents and communities with language assistance needs and the actions needed to implement an effective system for gathering feedback. 

·   What resources will be allocated for the provision of language access services. 

·   A description of the timeframe, objectives, and benchmarks for work to be undertaken. 

·   The District’s approach to monitoring and evaluating the effectiveness of the District’s language access plan and services, and the district’s process for modifying the language access plan and operating procedures in response to feedback and changing language needs. 

·   In developing and modifying the language access plan, the District will use self-assessment data and other collected feedback and data required in this procedure and/or the policy adopted by the board. 

·   In developing the language access plan, the District will adhere to the standards for providing language access services as outlined in this procedure and the policy adopted by the board. 

Self-Assessment 

·   In developing the language access plan, the language access coordinator/liaison will administer a self-assessment to understand whether the District is effectively communicating with people with language assistance needs and to inform the District’s language access planning, including evaluating the following areas: 

o   How individuals with language access needs interact with the District 

o   How well the District is providing language assistance services 

o   How well the District is identifying individuals with language access needs 

o   Whether school staff receive appropriate training on the District’s language access and policy and plan 

o   How the District provides notice of language assistance services to its community 

o   Whether the District has an effective process for monitoring and updating its language access policy and plan. 

·   In implementing the self-assessment, the language access coordinator/liaison will engage with community members, leaders, and organizations that have the inherent knowledge about cultural and language access needs. 

·   The coordinator/liaison may administer the self-assessment tool developed by the OSPI Language Access Technical Assistance Program of Center for Improvement of Student Learning, established in RCW 28A.300.130 for evaluating the provision of language access services. 

·   The coordinator/liaison will re-administer the self-assessment on a periodic basis as part of the District’s monitoring of the effectiveness of its language access program. 

C. Identification of Families Needing Language Access Services   

1. Upon student enrollment and periodically through a student’s education, the District will utilize a survey to identify parents who need language access services and the languages in which they may need assistance. The survey will be translated into the most commonly known languages spoken in the district and will be included in the standard enrollment packet provided to all District parents. 

2. The District must determine within thirty (30) days of a student’s enrollment the primary language spoken by the parent of each student enrolled in the school, and if such language is not English, whether the parent requires language services to communicate effectively with the school or District. 

3. The District will maintain an appropriate and current record of  students’ families’ primary language, and use that information to inform its language access plan and program.  

D. Interpretation and Translation Services 

1. The District will collaborate with community-based organizations on how to work effectively with interpreters and families. 

2. As materials become available, the District will make reasonable efforts to implement the toolkit developed by the Language Access Technical Assistance Program of the Center for the Improvement of Student Learning, established in RCW 28A.300.130, including the self-assessment, guide, and best practices. 

3. Each school and District office will, consistent with this policy and procedure, provide free oral interpretation services to those parents/family members who require language services to communicate effectively during any interaction with the District that is significant to the student’s education, such as, for example, parent-teacher conferences. Additionally, each school and District office will provide free translation of vital documents as required below. 

4. All interpretation and translation will be provided by competent professionals as demonstrated by certification or similar means. The District will take reasonable steps to ensure that interpreters and translators have the knowledge in both languages of any specialized terms or concepts to be used in the communication at issue, and that they have been trained in the role of an interpreter or translator, the ethics of interpreting and translating, and the need to maintain confidentiality. 

5. Parents may voluntarily choose to decline the District’s offer of an interpreter and choose instead to rely on an adult friend, companion, or relative for language and interpretation services during interactions with the District, but school staff may not suggest this as an alternative to providing appropriate language and interpretation services. Although a parent may decline the District’s offer to provide an interpreter, the district or school should consider whether having a qualified interpreter present as the communication lead is still required. 
 
Students and other minor children under the age of 18 may not serve as interpreters for school staff and parents during any formal or informal meeting or process. 

6. The District will facilitate staff access to appropriate interpretation and translation services in order to communicate with parents and families with limited English proficiency consistent with federal and/or state law and this policy and procedure. The District will strive to be aware of and plan for the language access needs within the district. For a planned program, activity, meeting, or event, staff should initiate the request for language aid or services at least two weeks ahead of time. The District or school will take steps to respond to such a request as soon as possible after it is received. For unplanned and urgent communication, staff should request language assistance and try to arrange for such as soon as it is known that language assistance is needed. If an interpreter cannot be found that day, the school or District should maintain open communication with the requester to schedule an interpreted meeting as soon as possible. If no interpreter can be present, District staff should utilize remote interpreting services to communicate with parents and families. 

7. The following interpretation and translation services are currently available in the District: 
 
District staff are provided with an annually produced guide of translation and interpretation services available, including when and how to access them and the administrator responsible for ensuring the availability of such services. The District provides oral interpretation, written translation, and telephonic interpretation via Language Line. A language access support guide providing further information to parents and families on how to request and access translation and interpretation services is in development and will be shared here when finalized. Parents and families can contact their schools to request translation or interpretation services.  

District staff may contact the Language Access Coordinator, Aspen Brooks, by phone at (425) 408-7783 or at abrooks@nsd.org with questions or concerns, or to obtain information or assistance regarding interpretation and translation services. 

8. District administrators, including those involved with registration and enrollment, certificated staff, and other appropriate staff as determined by the superintendent, will receive guidance and information regarding: 

a. the rights of parents and families with limited English proficiency under state and federal law to language access services provided by the District; 

b. the importance of meaningfully and effectively communicating with parents and families with limited English proficiency; 

c. the most effective ways to communicate with parents and families with limited English proficiency regarding the District’s available language services; 

d. the importance of utilizing competent translation and interpretation services when communicating with parents and families with limited English proficiency; 

e. the availability of translation and interpretation services within the District, whether through in-person interpretation, telephonic services, online services, or video-conferencing; 

f.  the mechanisms and processes for accessing translation and interpretation services when working with parents and families with limited English proficiency, including ensuring the correct language service is being accessed, checking for parent/family understanding once interpretation has commenced, and proper vetting of translations for audience-appropriate content; and 

g. the process for reporting concerns or complaints. 

9. Interpretation Services: Whenever requested by a parent or families or whenever school staff or District officials can reasonably anticipate that interpretation services are necessary to meaningfully communicate with parents or families regarding important information about the student’s education or school activities, the District will provide interpretation services in accordance with this procedure. 
 
Such interpretation services may be provided either at the location where the parent or family member is seeking to communicate or by electronic means, such as telephone or video conferencing. 
 
Upon two weeks’ notice that such services are required, the District will endeavor to provide interpretation services for any language group that constitutes at least 5 percent of the District’s total parent population or 1000 persons, whichever is less, as well as visual languages such as ASL, at public meetings organized or sponsored by the District. If an interpreter is not available when requested due to capacity or resource limitations, the District will endeavor to facilitate language access on a case-by-case basis through remote interpretation, written translation, and other options in collaboration with the families that have requested the service.    

10. Translation of Vital District Documents: The District will identify vital documents that are distributed or electronically communicated to all or substantially all parents containing important information regarding a student’s education, including but not limited to: 

a. registration, application, and selection; 

b. academic standards and student performance; 

c. safety, discipline, and conduct expectations; 

d. special education and related services, Section 504 information, and McKinney-Vento services; 

e. policies and procedures related to school attendance; 

f.  requests for parent permission in activities or programs; 

g. opportunities for parents to access school activities, programs, and services; 

h. student/parent handbook; 

a. the District’s Language Access Plan and related services or resources available; 

j.  school closure information; and 

k. any other documents notifying parents of their rights under applicable state laws and/or containing information or forms related to consent or filing complaints under federal law, state law, or District policy. 

The District will provide a written translation of vital documents for each language group that constitutes at least 5 percent of the District’s total parent population or 1000 persons, whichever is less. If the District is unable to translate a document due to resource limitations or if a small number of parents require the information in a language other than English such that document translation is unreasonable, the District will still provide the information to parents in a language they can understand, such as through oral interpretation of the document. 

Written translations of vital documents by machine/computer translation programs will not be used or issued to parents and families with limited English Proficiency without prior review and editing by a certified or qualified translator as determined by the District. 

All documents and information posted or issued by the District for parents and families should contain a notice in appropriate language(s) that free translation and/or interpretation services are available and how to request a free translation or interpretation of the document. 

9. Translation of Student-Specific Documents: The District will take all reasonable steps to provide parents and families, in a language they can understand, a translation of any document that contains individual, student-specific information regarding, but not limited to, a student’s: 

a. health; 

b. safety; 

c. legal or disciplinary matters; and 

d. entitlement to public education, eligibility for special education services, placement in the English Language Learner Program, the Highly Capable Program, accelerated courses such as Advanced Placement, or any other non-standard academic program. 

10. Alternatives to Translation: When translation for a document otherwise required to be translated is unavailable or cannot be done, such as in an emergency situation, a school or District office will provide an attached notice to parents and families in appropriate language(s) that free translation and/or interpretation services are available and how to request a free translation or interpretation of the document.​ 

E. ​Providing Information to Parents and Families 

1. The District will review, update, and publish, at least annually, information about the school district’s language access plan, policy and procedures, and language access services. The information must include notice to families about their right to free language access services and the contact information for any school district language access liaison/coordinator and any building points of contact for language access services. The information must be translated into common languages understood by students’ families.  

2. The District will notify staff, at least annually of this policy. Staff will be regularly provided written guidance regarding how and when interpretation and translation services should be accessed and such guidance will be updated as needed to reflect available services. 

3. Parents and families will also be annually notified regarding the process for filing complaints through the District’s nondiscrimination policy and procedure if they believe that such services have not been appropriately provided. 

4. The District will take steps to ensure that, at the time of enrollment, information regarding available interpretation and translation services and the District’s complaint process is provided to any parent (s) or family members when there is reason to believe that the student’s parent(s) or family members may have limited English proficiency (e.g., results of home language survey, a parent or family member’s request for an interpreter). The District will take reasonable steps to provide information required by this section in the primary language spoken predominantly in the home. 

5. Schools and District offices will post in a conspicuous location at or near the primary entrance to the school or office a sign in primary languages spoken in the District concerning the rights of parents to translation and interpretation services and how to access such services. 

6. To the extent practicable, the District website will provide information in designated languages concerning the rights of parents to translation and interpretation services under federal and state law and how to access such services. 

F. The Collection and Analysis of Data 

The District will annually collect and periodically analyze the following language access and language access service information: 

·   The language in which each student and student’s family prefers to communicate; 

·   Whether a qualified interpreter for the student’s family was requested for and provided at meetings reported in OSPI's Comprehensive Education Data and Research (CEDARS)  student data system. 

·   Other data on provision of language access services, as required by OSPI. 

The District will submit the information collected as required by OSPI.   

The District will provide an opportunity for participants in each interpreted meeting to provide feedback on the effectiveness of the interpretation and the provision of language access services. 

Discrimination Complaints 

Discrimination based on national origin, which includes language and limited-English proficiency, is prohibited. Anyone may file a complaint alleging discrimination based on language or the district’s failure to provide language access services using the complaint process outlined in the district’s Nondiscrimination Procedure 3210P. 

Issued: November 18, 2024 

Revised: