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Language Access Plan

STMA is committed to ensuring that every family and staff member has equitable access to information. The STMA Language Access Plan is designed to remove language barriers and empower families and staff who prefer to communicate in a language other than English to engage in their child(ren)’s education. This plan supports our diverse community by ensuring students, staff, and families can participate in school communications, events, and decision-making processes, creating a more inclusive and welcoming environment for all.

More than 58 languages are spoken in the homes of students in St. Michael-Albertville Schools. Currently, the most commonly spoken languages, other than English, are Spanish, Hmong, Russian, Swahili, and Chinese. Regardless of how common a language may be, STMA supports all linguistic needs through the implementation of this language access plan.

PURPOSE AND LEGAL AUTHORITY

STMA is committed to fostering inclusive and equitable access to information for all families, regardless of the language they speak at home. In compliance with Minnesota Statute §123B.32 and Title VI of the Civil Rights Act of 1964, this Language Access Plan (LAP) ensures that families who prefer to communicate in a language other than English receive timely, meaningful access to school communications, events, and decision-making.

FAMILY and STAFF RIGHTS

There are three customers for language access services: students, staff, and families. They have the right to:

  • Receive work-related or student-related information in their preferred language when language access is necessary for understanding or participation.
  • Request and receive professional interpretation services for meetings, conferences, or conversations involving students, families, or job-related responsibilities.
  • Communicate effectively and participate fully in educational, employment, and school-related activities without language barriers.

NOTICE OF LANGUAGE SERVICES

STMA communicates available language services through:

  • Family handbooks, website, newsletters, and enrollment materials.
  • “Point to Your Language” posters in buildings. These are available at each school and district front desk so individuals can indicate their language so staff can arrange appropriate language services. 

DEFINITIONS

  • Preferred Language: The language a family or employee requests to receive communications in from schools and the district.
  • English Learner (EL): A student whose primary language is not English and who qualifies for language support services.
  • Multilingual Learner (ML): Includes current ELs, former ELs, and students from multilingual households.
  • Interpretation: Converting spoken or signed communication from one language to another.
  • Translation: Converting written text from one language to another.
  • Vital Documents: Written materials essential to a family’s ability to access services and meaningfully participate in their child’s education. 
  • Qualified Interpreter/Translator: A professional trained in linguistic and cultural competency, adhering to ethical standards.

LANGUAGE IDENTIFICATION PROCEDURES

Home Language Identification at Enrollment

In alignment with Minnesota Department of Education (MDE) requirements, STMA Schools identify the language needs of students and families at the time of enrollment.

Parents/guardians complete the Minnesota Language Survey (MNLS) for each student. The MNLS is used to:

  • Identify a student’s primary language
  • Determine whether a student may be a potential Multilingual Learner (ML)
  • Identify communication and language support needs for families

Enrollment materials are translated into the top three languages commonly represented in the STMA school community:

  • Spanish
  • Hmong
  • Russian

Enrollment staff is trained in procedures for accessing qualified interpreters to help parents complete enrollment paperwork if needed.

Enrollment staff also ask parents/guardians whether interpreter services are needed for school and district-related communication. This process ensures families are aware of available language assistance services at no cost.

Student Information System Documentation

Language preferences and interpreter needs are documented in the district’s student information system in accordance with MDE guidance.

When a parent/guardian indicates a need for interpretation:

  • A “Parent/Guardian Requires Interpreter” flag is entered into the student information system
  • Relevant staff can see the language access flag
  • This information is used to guide appropriate communication and service provision
  • The Enrollment Coordinator or designee documents and uploads language assistance needs, including situations requiring interpreter services. 

Student language data collected through the MNLS is maintained securely and reviewed to ensure compliance with state and federal requirements.

Identification and Assessment of Multilingual Learners

Students identified through the MNLS as potential Multilingual Learners are assessed using a state-approved English language proficiency assessment, as required by MDE.

If a student qualifies for ML services:

  • Families receive timely written notification in a language they understand
  • Notifications describe the ML program, services provided, and educational benefits
  • Families are informed of their right to accept or decline ML services

Teacher and Staff Communication

Teachers and staff are encouraged to confirm communication preferences in their interactions with families and to utilize interpretation or translation services as needed. Staff review student information system flags to ensure families receive information in a language they understand and through their preferred communication method.

Staff collaborate with district and building-level language support personnel to access interpretation and translation services in a timely manner.

Communication and Language Access for Families

STMA Schools provides access to information for parents/guardians with limited English proficiency, consistent with MDE guidance and federal civil rights requirements.

Key practices include:

  • Providing interpretation and translation services at no cost to families
  • Ensuring interpreters are qualified and appropriately trained
  • Encouraging staff to use documented language preference information when communicating with families
  • Translating vital documents and communications into languages represented in the district.

Teachers and staff are expected to review language access indicators in the student information system and collaborate with district language support personnel to ensure effective communication.

TOOLS AND RESOURCES TO PROVIDE LANGUAGE ACCESS

STMA Schools are committed to removing language barriers and ensuring meaningful access to information and services for families with limited English proficiency. The following tools and resources are used to support clear, accurate, and equitable communication.

TransACT Parent Notices

Description/Procedures

TransACT provides written forms and parent notices required under the Elementary and Secondary Education Act (ESSA), translated into multiple languages, including Spanish, Hmong, and Russian, as well as additional languages supported by the platform.

All Minnesota school districts and charter schools have free access to TransACT. District staff may activate an account at: https://minnesota-doe.parentnotices.com

When to Use

  • Required ESSA parent notifications

Professional Document Translation

Description/Procedures

STMA proactively translates vital documents into the top three languages spoken by families in the district: Spanish, Hmong, and Russian. These translations may include district policies, procedures, enrollment materials, and other essential communications.

Website Translation

Families may view district and school websites in their preferred language by using the "Select Language" feature available on district web pages. The website currently supports English and the district's top five most commonly spoken languages. Stakeholders whose preferred language is not available on the website, or who need documents translated into another language, may request translation services by contacting the appropriate district department. 

Digital Communication Translation STMA utilizes communication platforms that:

  • Deliver emails and text messages in families’ preferred languages (ReachmyTeach)
  • Allow families to select language preferences (website, SMORE)

When to Use

  • Formal documents requiring parent/guardian signatures
  • Frequently distributed documents such as enrollment forms, health forms, student handbooks, transportation info, and report cards.

Important Guidance

  • Reliance on unapproved automated translation tools (e.g., Google Translate) is not recommended for official communications.
  • When families are unable to read written materials, oral interpretation must be provided.

Professional Interpreter Services

Description/Procedures
Phone interpretation services provide professional, real-time interpretation for families who require language assistance.

Staff seeking in-person interpretation services should contact the designated front office staff in their building to arrange services. Teachers and other staff should not directly contact interpretation vendors. 

When to Use

  • Parent-teacher conferences
  • Enrollment and placement meetings
  • IEP/IFSP and Section 504 meetings
  • Behavioral/disciplinary conversations
  • Health, safety, or academic-related meetings
  • Employee Services meetings and district events

Important Guidance

  • Students, siblings, friends, or untrained staff must not be used as interpreters.
  • The use of untrained individuals may result in miscommunication and is not acceptable under federal guidance.

Telephone and Video-Remote Interpretation

Description/Procedures
STMA provides multiple interpretation options, including:

  • Over-the-phone interpretation (OPI) (Language Line)
  • Scheduled or on-demand video-remote interpretation (VRI)
  • In-person interpretation when appropriate

When to Use

  • Phone calls home
  • Parent-teacher conferences and routine communications

Important Guidance

  • On-demand phone or video interpretation is not recommended for student discipline or behavior meetings.
  • In these situations, in-person interpreters or scheduled video interpretation through approved providers should be used to ensure accuracy and clarity.

STAFF ROLES AND RESPONSIBILITIES

STMA staff are responsible for supporting language access, including:

  • Families know how to access services
  • Staff use approved processes and programs for interpretation/translation
  • Staff attend training to support multilingual learners

Multilingual (ML) Staff Roles

  • ML Staff: Provide targeted language instruction and support family engagement.
  • ML Staff: May assist with basic communication, but are not substitutes for qualified interpreters.
  • Designated Language Access Coordinator: Oversees implementation and training.

LANGUAGE ACCESS COMMUNICATION AND TRAINING

Communication

  • The Language Access Plan will be published on the STMA website.
  • Families will receive annual reminders about available language services.
  • All staff will be trained through onboarding, annual refreshers, and access to information.

Training

  • Training will focus on using interpretation tools and processes, understanding language rights and state/federal regulations, and following ethical guidelines.

REVIEW AND EVALUATION

  • This plan will be reviewed annually by the STMA Administrative Team.
  • Feedback will be collected via surveys and/or forums with multilingual families and staff.
  • Updates will be shared with the school board and community as part of STMA’s continuous improvement efforts.

Contact for Language Access Plan and Services

For support, questions, or to provide feedback, contact:
STMA Language Access Coordinator Mark Jansen

Phone: 763.497.6575
Email: markja@mystma.org
Address: STMA District Office 11343 50th Street NE Albertville, MN 55301