Language Access

• Bilingual Staff:  District employees proficient in more than one language, capable of assisting with routine, low-stakes communication (e.g. general inquiries, basic form completion). 
• English Language Services: Refers to the instructional programming designed to enhance the English language skills of students for whom English is not their primary language.
• English Language Learner (EL): A student identified as having limited English proficiency, necessitating specialized language instruction to fully access the curriculum.
• Interpretation: The real-time conversion of spoken or signed messages from one language to another, preserving meaning and intent.
• Language Access Plan: This formal plan detailing the district's operational approach to providing meaningful language assistance to students and families whose preferred mode of communication is not English.
• Multilingual Student: An overarching designation encompassing students at various stages of English language acquisition, including those never formally identified as ELLs, those currently receiving EL services, and those who have exited EL services.
• Preferred Language: The specific language designated by parents or legal guardians as their preferred medium for receiving information, services, and communications from the school district.
• Certified Interpreters: Professional communicators trained to uphold a rigorous National Code of Ethics and professional standards, ensuring accurate and impartial oral communication between individuals from different linguistic backgrounds.
• Translation: The process of accurately rendering written content from one language into written content in another, while retaining the original context and meaning. In instances where a language primarily relies on oral traditions, an oral rendering may substitute for written translation.
• Essential District Communications: Documents and materials deemed critical for a family's ability to engage with and benefit from district programs and services. This category encompasses, but is not limited to, registration documents, health and safety alerts, disciplinary notifications, special education records, academic conference.

Parent/Guardian Language Preference

Upon enrollment, parents and guardians will identify their preferred language for all district communications. This preference will be documented within the district's student information system, serving as the primary indicator for providing targeted language support. Families have the flexibility to update their preferred language at any point by contacting their child's school or logging into the school district’s student information system parent portal.

Student English Learner (EL) Status

All incoming families will complete the Minnesota Language Survey (MNLS), designed to ascertain a student's language background through parental input. Should the MNLS indicate potential English language support needs, the district will administer a state-approved language proficiency assessment. This assessment determines eligibility for English Language Learner (ELL) services. If a student is identified as an ELL, families will receive timely notification via the District's Official Parent Notification Form, which will detail:

• The nature and duration of ELL services the student will receive.
• Information regarding the family's right to decline ELL services.

Further details regarding EL services within Inver Grove Heights Schools are available in our comprehensive Language Instruction Educational Program (LIEP).

ISD 199 is committed to proactively informing all families and staff about the availability of our language services. This crucial information will be disseminated through a variety of accessible channels, including:

• School Announcements: Regular notifications within school newsletters and bulletins.
• Informational Leaflets: Printed materials distributed at school events and community gatherings.
• Official Handbooks: Integration of language access details into student and parent handbooks, as well as staff guides.
• Online Platforms: Dedicated sections on district and individual school websites outlining Language Services, EL programs, and the role of EL paraprofessional staff.
• Digital Outreach: Information shared via email campaigns and text message alerts.

Illustrative Language Service Communication Tools:

• Multilingual Welcome Signage: Prominently displayed posters near the main entrances of all school buildings, clearly stating the right to request interpretation or translation services in multiple prevalent district languages.
• Language Identification Charts: Visual aids at school front desks, presenting the district's top languages to help staff quickly identify the language required for assistance.

Interpretation Services

Qualified interpretive services will be readily available for all crucial communications impacting a student's academic performance, progress, placement decisions, and involvement in specialized programs or services. This encompasses, but is not limited to, parent-teacher conferences, enrollment processes, informational sessions, disciplinary hearings, and any other vital interactions between district personnel and families.

Inver Grove Heights Schools provides diverse options for oral communication facilitation to ensure both flexibility and broad accessibility:

• Telephonic Interpreting: For immediate communication needs or brief exchanges.
• In-Person Interpreting: (Including Spoken and American Sign Language) Highly recommended for sensitive discussions, Individualized Education Program (IEP) meetings, behavioral conferences, and situations where subtle nuances or emotional context are paramount.

Requesting Interpretation Services (for Staff):

The District Staff Portal includes:

• Step-by-step instructions for scheduling and utilizing interpretive services.
• Professional guidelines on interpreter ethics and conduct standards.

Important Guidance:

Reliance on untrained interpreters such as students, siblings, friends, to interpret is not acceptable. Students and untrained adults should not act as intermediaries in parent/guardian communication, as it may lead to misunderstandings.

For meetings involving Individualized Education Programs (IEP), Section 504 plans, student disciplinary actions, or other highly sensitive discussions, it is strongly advised to utilize either in-person interpreters from approved providers to guarantee accuracy, clarity, and the protection of private information.

To ensure accuracy and clarity, certified interpreters can be scheduled using the Interpreter/Translation Request Form. Please allow at least 48-72 hours advanced notice when requesting an interpreter. 

Requesting Interpretation Services (for Families):

Families may request an interpreter for a meeting by contacting your child’s teacher or school main office. 

Translation Services

Translation services are available for documents upon request in most languages. ISD 199 proactively translates essential documents, including key district policies, administrative regulations, procedural guides, and core informational materials, into the most widely spoken non-English languages within the district (e.g., Arabic, Somali, Spanish).

Digital and Web-Based Communication Translation:

• Website Language Selector: All district and school websites incorporate a "Select Language" option on their home pages, enabling families to view content in their preferred language via an integrated translation utility.
• Multilingual Digital Messaging: The district employs email and texting platforms that facilitate:
  • Automatic delivery of information to families in their preferred languages (via email and text).
  • The ability for families to choose their desired language for receiving all district and school communications.

Guide to Accessing Translation Services (for Staff):

• District staff  in need of translation or interpretation services should complete the Interpreter/Translation Request Form located in the District Staff Portal

Requesting Translation Services (for Families):

Families may request the translation of specific documents by reaching out to their child's school or the Special Services office.

Considerations for Translation:

• Oral Interpretation for Written Barriers: For families unable to read written materials, it is important to offer an oral interpretation of the document's content to ensure full comprehension.
• Centralized Coordination: All district-wide communications requiring formal translation should be coordinated through the Communications Department to maintain consistency and uphold quality standards.

Every staff member within Inver Grove Heights Schools is responsible for ensuring timely and meaningful access to information in individuals' preferred languages. This applies to all personnel, including but not limited to, school principals, assistant principals, teachers, administrative office staff, counselors, school nurses, central office administrators, and support staff.

Specialized Support Roles

ISD 199 has established key positions dedicated to providing specialized support for our multilingual families and staff:

• English Language Learner Educators: Highly qualified teachers, licensed in English as a Second Language (ESL) instruction, deliver specialized academic language support to multilingual students, enabling them to comprehend grade-level content. Their comprehensive support responsibilities include:
  • Individualized Instruction: Providing targeted lessons to advance multilingual students' English skills across listening, speaking, reading, and writing domains.
  • Ongoing Assessment: Continuously monitoring and reporting students' linguistic development and academic progress.
  • Family Partnership: Assisting multilingual families in navigating the educational system by offering resources and advice to reinforce learning at home.
  • Staff Empowerment: Providing professional learning opportunities for teachers and school staff on effective strategies to meet the diverse needs of multilingual learners.
     
• Multilingual Learner Paraprofessionals (ML Paraprofessionals): Inver Grove Heights Schools employs ML Paraprofessionals to serve as vital links within our diverse community, fostering a sense of belonging and empowering families to actively engage in their children's education. Their work includes:
  • Communication Facilitation: Bridging communication gaps between families and school staff, ensuring the effective exchange of crucial information and understanding of cultural nuances.
  • Multilingual Family Advocacy: Collaborating with schools to address the unique needs of multilingual families and cultivating a welcoming and inclusive school environment.
  • Cultural Competency Promotion: Educating school staff about the cultural backgrounds and distinct experiences of multilingual families to build a more culturally responsive school community.
  • Support for students receiving EL services.

Inver Grove Heights Schools will actively disseminate this Language Access Plan to ensure that both families and staff are fully informed of its provisions and have access to the necessary training and resources for its effective implementation.

• Community Engagement: The Language Access Plan will be shared through official district-wide communication channels, including electronic newsletters, emails, and the district's primary website.

• Staff Awareness: All district personnel will receive training on the framework through detailed procedural guides.
• Family Information: Information about available language services will be distributed to all families who have indicated a preferred language other than English via school newsletters, informational flyers, school handbooks, and the Student Rights and Responsibilities handbook.

Inver Grove Heights Schools is dedicated to the ongoing evaluation and refinement of this Language Accessibility Framework to ensure its continued effectiveness in meeting the evolving needs of our diverse community.