Language Access Program

Find Information for Families and Districts. 

Contact Information

Veronica Trapani-Huebner
360-819-0950
Program Supervisor, World Languages and Language Access
Student Engagement & Special Programs

A successful Language Access Program helps districts build strong, culturally responsive systems that support family engagement by providing fair language access services. This site includes tools, training, and resources, including the Reference Language Access Guide, to help all families and caretakers take part in their child's education.

The Developing a Language Access guide outlines the sections of a family-centered Language Access Plan to develop, implement, and assess their language access programs to ensure they are providing families with meaningful access to services, activities, and programs for their children.

In 2022, the Washington State Legislature passed Engrossed Second Substitute House Bill 1153 which focused on improving language access for families and communities in public schools. It includes rules for school districts about language access policies, plans, procedures, programs, data collection and designated liaisons and coordinators. Some of these rules depend on student enrollment and may change each school year. Check this year’s bulletin for a list of school districts that need to follow these requirements for the 2025-2026 school year.

Language Access Program Sections

The quick links below provide direct access to key sections and resources on this page, helping you find what you need quickly and efficiently.

Identifying Language Access Needs 

Effective communication begins with identifying the language access needs of families. This includes ensuring that families who speak a language other than English, or who are Deaf, hard of hearing, blind, or visually impaired, have full access to services. Language access services may include interpretation, translation, and other communication support to help families understand and engage in their child’s education, regardless of their language or communication needs.

The following tools can help identify those needs effectively.

Self-Assessment

The Language Access Self-Assessment can help a school district identify the level of language services it should provide. It is a tool to help a district determine the extent to which families who need language services encounter its programs and how it can best provide and monitor services to ensure meaningful access. 

Home Language Survey

When families enroll their child in a district, they must complete a Home Language Survey (HLS). Question #1 of OSPI’s HLS helps to identify parents or guardians who require language services, including sign language.

OSPI Home Language Survey Translated in 40 Languages

 

Providing Language Access Services

Once needs are identified, districts must provide quick, high-quality language access services so families can take part in their child’s education and make informed decisions. These services such as interpretation, translation, and communication support make sure important information is in a language or format parents understand.

Types of Interpretation Service

There are different ways to provide interpreting services. These definitions are from DES’s Language Access Guide.

  • On-site Interpreting: This option is best for events requiring in-person engagement (like IEP meetings, parent-teacher conferences, disciplinary hearings). On-site interpreting is also called "in-person interpreting". The interpreter must be there in person for this type of interpretation.  
  • Telephone Interpreting: Telephone interpreting may be used in place of on-site interpreting when no on-site interpreter is available at the location where services are needed. It is also called over-the-phone interpreting” and is mainly used in situations where all parties are already speaking to one another via telephone.   
  • Video Interpreting: Like telephone interpreting, video interpreting can be used for situations in which no on-site interpreters are available. However, it can’t be used when everyone is speaking over the phone. Interpretation services like Video Remote Interpreting (VRI) and Video Relay Service (VRS) are good for spoken language barriers where visual-cultural recognition is relevant, people who are deaf, hard-of-hearing or speech-impaired (mute). With video interpreting, sign language interpreters work remotely with live video and audio feeds, so that the interpreter can see the deaf or mute party, and both the interpreter and hearing party can talk with each other. VRI and VRS interpretation requires all parties to have the necessary equipment. Some advanced equipment enables interpreters to control the video camera, to zoom in and out, and to point the camera toward the person that is signing.

Qualified Interpreters

Districts should have a process to make sure spoken and signed language interpreters, including school employees who interpret are appropriate and competent to serve in the role of interpreter including:

  1. Knowing the appropriate terms or concepts in both languages, and
  2. Having training in the role of interpreter and translator, the ethics of interpreting and translating, and confidentiality.

Using family members or friends as interpreters is not recommended because they might not have the information to interpret correctly. Speaking the language does not mean the interpretation will be correct or done well. Schools should not rely on students, siblings, or other children to interpret for parents. It is the school’s responsibility to provide competent, adult interpreters and translators to communicate with parents.

Interpreter Testing & Qualifications

Schools must provide students and families with language assistance using qualified staff or outside support. Interpreters and translators must be knowledgeable, trained and maintain confidentiality. In Washington, there are no credentialing requirements for interpreters in schools outside the classroom, but there are credentialing requirements for sign and spoken language interpreters serving in social service, medical, and court settings. These requirements use local and national testing and certifications. These interpreters are tested and certified by the Department of Social and Health Services (DSHS) Language Testing and Certification Program. Districts can use these tests to check interpreters skills. However, since the interpreter certification is specifically for social services or medical purposes, consider having staff take extra training in interpreting in an educational setting. See OSPI Interpreter Modules in Training and Orientation for more detail.

Translation Services

School districts must make sure they have meaningful communication with limited English proficient (LEP) parents in a language they understand. They must notify LEP parents about any program, service, or activity that is called to the attention of non-LEP parents.

At the school and district levels, this essential information includes but is not limited to information regarding:

  • Language assistance programs
  • Special education and related services
  • IEP meetings
  • Grievance procedures
  • Notices of nondiscrimination
  • Student discipline policies and procedures
  • Registration and enrollment
  • Report cards
  • Requests for parent permission for student participation in district or school activities
  • Parent-teacher conferences
  • Parent handbooks
  • Gifted and talented programs
  • Magnet and charter schools
  • Any other school and program choice options

Web-based Translation

Can a school use machine translations like Google Translate? Yes, but only if: 

  1. the translated document accurately conveys the meaning of the source document, including accurate translations of technical vocabulary; and 
  2. the translation is reviewed and edited by someone qualified to do so.

When a district uses web-based automated translation software to translate documents, they should keep the following points from the Dear Colleague Letter (this Dear Colleague Letter has been rescinded by the U.S. Department of Education) in mind:

  • Ensure Accurate Translations: If using automated translation tools, have translations reviewed and corrected by a qualified person to ensure they accurately convey original message.
  • Protect Confidentiality: Avoid uploading sensitive documents to web-based translation services unless you are sure the service complies with laws like FERPA.
  • Meet Legal Requirements: Make sure all translated documents meet federal and state rules for effective communication and privacy protection.
Statewide Contracts

Washington State Department of Enterprise Services (DES) Statewide Contracts are agreements the state has established with vendors to provide high quality and appropriate communication support services. These contracts make it easier for state agencies, including school districts, to procure services. DES’s Language Access Guide provides information on statewide contracts that cover various service modalities. 

To access DES statewide contracts, search “language access” in the search field.

Training & Orientation

This section outlines training for school staff to ensure they can identify and respond to families’ language and communication needs. It includes guidance on the importance of language access, how to work effectively with interpreters, and key district policies. Staff can also find guidance and a link to a free, self-paced interpreter training course focused on interpretation techniques, ethics, cultural competence, and effective communication in educational settings.

Training for All Building Staff

Schools must have a process for how all staff will be able to identify a family’s language preferences and communication needs. This ensures that building staff can access this information in advance of any interaction with families.

Besides describing how staff can identify the needs of a family, training should also focus on:

  • Why it is important to provide language assistance services.
  • How to effectively and respectfully communicate and interact with individuals with language assistance needs.
  • The district’s policies and procedures related to providing language access services, including the availability of interpretation and translation services.
  • How staff can capture data around parent or guardians’ language needs, preferred language, preferred modes of communication, and service feedback.
  • Procedures to request and work with an interpreter, including when to use an interpreter.
  • What type of translated information is available to families and where it can be found.

Video Guidance for Building Staff on Working with Interpreters

Training for Staff Who Interpret

Staff who communicate in another language with parents or guardians, serve as spoken language interpreters, or provide American Sign Language interpretation should be tested for language proficiency and receive regular training. This training should include proper interpretation techniques, ethics, specialized terminology, and other relevant topics. Without regular testing and training, staff may not be able to provide the language assistance services parents or guardians need for meaningful access to the district’s programs, activities, and services.

Interpreter Training Course

OSPI offers a self-paced training course for interpreters and dual-role bilingual staff working in educational settings outside the classroom. The Canvas course and the clock hours through pdEnroller are free. The Facilitator’s Handbook can be used to facilitate instruction to small groups, but individuals can independently complete the course. Register for the Canvas Interpreters in Education course. Where you will find the following 10 intentionally designed modules:

  • Module 1: Role of the Interpreter - This module explores the critical role interpreters play in facilitating communication between schools and families, and the impact they have on promoting inclusive educational environments and ensuring that all voices are heard and respected. 
  • Module 2: Dual Role Considerations - This module addresses the unique challenges and responsibilities faced by interpreters who also serve in other professional capacities. 
  • Module 3: Ethics and Standards - This module teaches how to apply national ethics and standards that guide professional interpreting practices to daily work, helping to uphold integrity, confidentiality, and impartiality in all interpreting scenarios. 
  • Module 4: Cultural Competence & Cultural Awareness - This module focuses on cultural awareness and cultural competence, including how to recognize and navigate cultural differences. 
  • Module 5: Modes of Interpreting -This module covers the different modes of interpreting, including simultaneous, consecutive, and sight interpreting. 
  • Module 6: Onsite, Remote, and Hybrid Delivery Modalities -This module navigates the distinct challenges of various interpreting environments. 
  • Module 7: Note-taking - Effective notetaking is a critical skill for interpreters. This module teaches techniques for capturing key information accurately and efficiently, supporting clear and coherent communication during interpreting sessions. 
  • Module 8: Terminology Management - This module shares strategies for building and maintaining a comprehensive glossary of terms relevant to educational interpreting, ensuring the right vocabulary. 
  • Module 9: Specific Processes in Education - This module provides insights into the unique dynamics of various educational environments, from parent-teacher conferences to special education meetings. 
  • Module 10: Mental Health for Interpreters - This module explores strategies for interpreters to recognize and manage mental fatigue, burnout, and vicarious trauma through techniques that will ensure well-being and sustain professional performance over the long term.

Messaging and Outreach

Posting signs about language help and other support services is an effective way for schools to make sure families can understand important information. The district should put these signs in places that are easy to find, offer them in different languages, and share them in a variety of ways, like on websites, on paper, in Braille, large print, or through spoken or video messages.

Parents’ Rights: Interpretation and Translation Services Template

The district must provide notice to families in their own language that an interpreter will be provided to them at no cost. The template is available in 21 languages.

Parents' Rights: Interpretation and Translation Services Template Translated in 21 Languages:

Poster: We Can Help You in Your Language!

Use this multi-language Poster: We Can Help You in Your Language! to inform families how to request an interpreter or a translated document.

Important Document Notice Tagline

The Important Document Notice Tagline is a way to provide notice in printed and electronic materials, informing families of their right to have important documents related to their child’s education translated into another language at no cost. It is available in 21 languages

Monitoring

Districts should regularly evaluate and monitor their language access services to ensure they are effective, high-quality, and responsive to the evolving needs of families.

Policy and Procedures

By October 1, 2022, each school district with either 1,000 total enrolled students or at least 10 percent multilingual learners, the Washington State School for the Blind, the Washington School for the Deaf, and public charter schools must adopt policies and procedures that at a minimum, incorporate the same elements, or important requirements, of the Washington State School Directors’ Association (WSSDA) revised model Language Access Policy and Procedures, 4218/4218P. These policy and procedures are updated versions of WSSDA’s formerly titled “Language Access Plan” and are available at no cost on WSSDA’s featured policy webpage and OSPI’s Equity and Civil Rights webpage.

Parent Feedback Forms

Beginning with the 2023-24 school year, districts were required to provide participants in each interpreted meeting an opportunity to give feedback on the effectiveness of interpretation and language access services. The Language Access Service Evaluation Template can be used for those purposes and adapted as needed by the district.

Language Access Service Evaluation Template Translated in 40 Languages:

Additional Tools & Resources