Language Access Plan

The Minnesota Department of Education (MDE) provides guidance on the Codes of Ethics and Standards of Practice for Educational Interpreters of Spoken Language that can be viewed on the English Learner Disability Resources webpage. This guide is only available in English because it was intended for language access practitioners.

The Language Access Committee will be responsible for overseeing the implementation of this plan. In addition to overseeing the plan’s execution, the Language Access Committee will be tasked with maintaining and updating the plan as the needs of the district evolve. This committee will collaborate with school leadership, bilingual staff, and other relevant departments to ensure the successful execution of the plan's directives.

Language Access Committee: 

• E-5 Director of Learning, Teaching, and Equity
• 6-12 Director of Learning, Teaching, and Equity
• Equity Supervisor
• Director of Special Services
• Director of Instructional Technology
• Multilingual Coordinator
• Director of Communications and Strategic Development

To identify LEP individuals, Shakopee Schools uses data from multiple sources. Our current data shows that the most common LEP populations include speakers of Spanish, Somali, Vietnamese, & Russian. As community demographics change, we will regularly review this data to ensure our language access services meet evolving needs.

To ensure we are identifying LEP individuals accurately, Shakopee Schools will employ the following strategies with students, parent/guardians, and community members:

• Responding to Requests for Language Assistance: Any individual who requests language assistance will be provided with the appropriate resources and support.
• Self-Identification: Interpreter needs are identified at the point of enrollment. Parents/guardians can state directly if they need an interpreter and their preferred language.  This allows Shakopee Schools to provide language assistance services.  Additional identification points are available during secondary class registration, E-12 conferences and 1:1 engagement.
• Collecting Language Data: Language interpretation needs are reviewed and updated annually by guardians in the student information system. At initial enrollment, families provide primary home language information so appropriate language supports can be put in place. Guardians indicate whether interpretation is needed at home and for school communications, ensuring language services remain accurate and responsive to family needs.

By consistently monitoring demographic trends and using these strategies, Shakopee Schools aims to provide effective and equitable language access services for all LEP students and families.

Families are informed of available language assistance services through multiple formats, including:

• During the enrollment process.
• Translatable district and school websites.
• Translated emergency communications.
• The Online Parent Handbook (as required by Minnesota Statutes, section 123B.32).
• Direct communication during conferences, meetings, and school events.
• General district communications such as E-5 parent/guardian/guardian and teacher communication via Seesaw and E-12 Smore newsletter access as well as ParentSquare.

All notices emphasize that language assistance services—including interpretation and translation—are offered at no cost to students or families.

It is a requirement of Minnesota Statutes, section 123B.32, Language Access Plan Required, that a district or charter’s plan be included in their Parent Handbook.

Description of Interpretation Services at Shakopee Public Schools

Shakopee Schools is committed to ensuring that families with limited English proficiency (LEP) have full access to school meetings, events, and important communication. To facilitate this, Shakopee Schools offers the following interpretation services:

1. On-Demand Interpreter Access: School staff will have immediate access to on-demand interpretation services through phone or app-based services to assist with communication when needed.  
2. In-Person Interpretation: Shakopee Schools will provide in-person interpretation services for meetings, conferences, and events, such as parent/guardian-teacher conferences, IEP meetings, and school activities where parent/guardians or guardians with LEP are involved.
3. Telephone/Video Interpretation: For remote communication, Shakopee Schools will utilize telephone or video interpretation services, such as Propio, to ensure parent/guardians and guardians can participate in calls or virtual meetings with school staff.

While no formal certification is required for bilingual staff, interpreters, or translators, those providing these services must be proficient in both English and the relevant language, ensuring clear and accurate communication. They should also understand school-specific terminology and act ethically by maintaining confidentiality and impartiality. Regional nuances should be taken into account to ensure the most appropriate and consistent interpretation.

If a LEP individual chooses to bring their own interpreter, staff will:

• Inform the individual that free language assistance services are available.
• Ensure a formal interpreter is used when the subject matter may involve potential conflicts of interest.
• Avoid using minors as interpreters unless there is an immediate and urgent need.

When working with an interpreter, whether formal or informal, Shakopee staff will:

• Clearly explain the purpose of the communication and any technical terms that may arise.
• Avoid the use of acronyms, double negatives, and contractions.
• Speak in short, clear sentences, focusing on one idea at a time.
• Communicate directly with the parent/guardian or guardian, not the interpreter.
• Ensure clear enunciation and pause for the interpreter to finish before moving to the next point.

This process helps ensure that all families, regardless of their language background, can fully engage with the educational process and remain informed about their child's progress and school activities.

• Key Documents: Critical documents such as report cards, back to school resources, school newsletters, consent forms, online enrollment forms, activities registration, and emergency notices will be translated into the most commonly spoken languages in the Shakopee community. Documents that need to be translated are either sent by a building to a Cultural Family Liaison (CFL) or District Communications, who manages mass communications alongside support from the CFL team.  
• Website Accessibility: The Shakopee Schools website will offer key information (e.g., registration, academic calendars, and updates) in multiple languages using an online translation tool or by providing translated versions.

Translation Tools: Schools will provide access to translation apps and tools, such as Google Translate, Seesaw, Smore, Canva, ParentSquare, ThoughtExchange, FinalSite, Propio or similar, to help students and parent/guardians engage with materials and communication. This is especially important for less commonly spoken languages.

Shakopee Schools has fully implemented Cultural Family Liaisons (CFLs) for our most commonly spoken languages. CFLs serve as a bridge between schools and culturally and linguistically diverse students and families, increasing family engagement and supporting students’ academic and social growth while honoring cultural identity. CFLs work across early childhood, elementary, middle, and high school buildings, with schedules that clearly identify the schools and days they are onsite. The CFL team should always serve as the first point of contact and lead support for families who speak Spanish, Somali, Russian, or Vietnamese.

CFL Parent Engagement

• Assist families to enroll and register eligible students in school.
• Interpret and educate parents on information such as: health, food service, transportation, and other needed services.
• Provide a tour of the school and introduce key staff members to new families.
• Provide and interpret building/district communications to families and staff according to designated timelines.
• Provide information to families regarding educational expectations of specific programs, such as homework, grading policies, use of textbooks, study halls, library services, internet use policy, school handbook, parent conferences, or as requested by teachers or staff.
• Provide services by attending home visits with another staff member if requested.
• Attend district sponsored training for interpretation.
• Interpret for parents at school meetings, including parent conferences, special education meetings and others.
• Attend after school and evening student and parent engagement events. Provide written translation if requested for Special Education and at the request of other Administrators.