Minnetonka’s Language Access Plan reflects the district’s commitment to removing language barriers and promoting effective communication with multilingual students and families. In accordance with Minnesota Statute 123B.32 and Title VI of the Civil Rights Act of 1964, this plan outlines the district processes and procedures to ensure all students and families who communicate in a language other than English can access information related to academic outcomes, student progress, determinations, and placement of students in specialized programs and services.

This Language Access Plan outlines the tools and resources available to Minnetonka students, families, and staff to support effective communication and foster meaningful connections.

• American Sign Language (ASL)– A visually perceived language based on a naturally evolved system of articulated hand gestures and their placement relative to the body, along with non-manual markers such as facial expressions, head movements, shoulder raises, mouth morphemes, and movements of the body. 
• Relay– Telephone accessibility services to people who are deaf, deafblind, hard of hearing, or speech disabled.
• Screen Reader– Software programs that allow blind or visually impaired users to read the text that is displayed on the computer screen with a speech synthesizer or braille display.
• Interpretation– The act of listening to a communication in one language (source language) and orally converting it to another language (target language). Interpreter must retain the same meaning as the original message without omitting information, summarizing or otherwise altering the message and without adding the interpreter’s own thoughts or opinions.
• Interpreter– A person who provides interpreting services.
• Simultaneous Interpretation Equipment– Equipment that allow a group of people to listen through headsets to information interpreted into their primary language. This method is most appropriate for large group settings and meetings where multiple languages are being interpreted simultaneously.
• Language Assistance Services– Oral, expressive, written, and technological supportive services that help students and families communicate effectively with school staff. These services ensure students and families can participate fully in school services, activities, and programs.
• Limited English Proficient (LEP)– Individuals whose primary language is not English and who have limited ability to communicate effectively in English, including writing, reading, speaking, and listening comprehension. Federal law uses this term to refer to the intended beneficiaries of language access services.
• Emergent Multilingual Speakers– Individuals whose primary language is not English and who have limited ability to communicate effectively in English but are in the process of developing their English language proficiency. Language access industry leaders and advocates prefer the use of this term when referring to the intended beneficiaries of language access services.
• English Learner (EL)– A status assigned to students whose primary language is not English, who lacks the necessary skills to understand, speak, read, and write in English but are receiving English language development instructions in a public school or charter setting.
• Home Language– The language that is most commonly used in the home by members of a family, or the language that parents use when speaking with their children.
• Primary Language– An individual’s native tongue or the language in which an individual most effectively communicates.
• Sight Translation– The oral interpretation of a written document. This occurs when an interpreter reads a document and then provides a complete oral interpretation of the information that it contains.
• Remote Interpreting– Interpreting that is provided via telephone or video call.
• Translator– A person who provides translation services.
• Translation– The restating of written text from one language (source language) into an equivalent written text in another language (target language).
• Vital Document– Materials deemed vital to ensuring access to educational services, programs, and activities, or contain information required by law to translate or provide in audio format.

Parents/Guardians: Preferred Language
Families select their preferred language during student registration, and it is recorded in the district’s student information system. This ensures consistent communication and enables staff to provide appropriate interpretation and translation services for equitable access and engagement.

Students: English Learner Identification
During the enrollment process, all families are asked to complete the Minnesota Language Survey. This survey gathers information about the student's language background based on responses from parents or guardians. If the survey suggests that the student may be an English Learner, the district conducts a language proficiency assessment approved by the state to determine the need for English language development support and to establish EL status. Families are informed within the required timeframe if their child qualifies for EL services.

Families are informed of Minnetonka’s language services through the English Learner page of the district website, Parent Handbooks, newsletters, and outreach by Multilingual Learner Teachers.

Interpretation
Approved interpreter services are available to support communication regarding students' academic performance, progress, and placement in specialized programs and services. If guidance is needed in procuring an in-person interpreter, the Multilingual Learner Teacher may assist in the process. 
Interpretation service is also available to all Minnetonka staff through the phone-based service called Language Line.  

Translation
Minnetonka Schools uses multiple tools to provide document translation in most languages. 

Website Translation:   By clicking in the bottom right hand corner of their screen, families can select their preferred language in which to view all pages of the district website. 

School Communications Translation: 

• Emails sent to families through School Messenger may be automatically translated according to the designation in the student information system.
• The “Talking Points” phone application allows teachers to send a text message to a parent in the preferred language.  Responses are automatically translated as well.
• Google Translate is used in Schoology and teacher emails; SeeSaw 
• Direct translation provided through SeeSaw.
• TransACT provides important health notices in multiple languages.
• Special Education forms are translated into the family’s preferred language.

The training staff need to effectively serve and communicate with multilingual families is delivered in different formats. These include in-person workshops, video tutorials, and step-by-step guides.  Multilingual Learner Teachers at each school are key resources for staff at every school in the district.

Minnetonka will seek feedback and evaluate the efficacy of the Language Access Plan on an ongoing basis. The plan, with recommendations for revisions and additions, will be reviewed and updated by the Minnetonka School Board every two years.

District Contact: Diane Rundquist is available to answer questions  and receive feedback regarding language access for Minnetonka students and families.

Diane Rundquist, Director of Student Growth and Advanced Learning
Diane.Rundquist@Minnetonkaschools.org
952-401-5100

School Contacts:For questions regarding the language needs of specific students or families, contact your school’s Multilingual Learner Teacher.