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Language Access Plan

Language Access Information

TCIS views multilingualism as a strength and strives to employ staff members who speak the languages that are most spoken by our student population. TCIS is committed to employing at least one member of each grade level or educational department team as well as several key school support personnel who speak the languages that are most spoken by our student population to ensure immediate communication services are available to families as needed in the building at all times.

Federal Requirements

Title VI of the Civil Rights Act of 1964 was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance.

Equal Educational Opportunity Act (EEOA) requires states and school districts to provide equal educational opportunity to students learning English by taking appropriate actions to overcome language barriers.

Individuals with Disabilities Education Act (IDEA) upholds language access rights for bilingual families by requiring that students be tested in their home language and Individual Educational Plans (IEP) be written in the appropriate home language. IEP meetings must be conducted in the family’s home language using a highly trained and qualified interpreter.

Minnesota State Requirements

Starting in the 2025-2026 school year, during a regularly scheduled public board hearing, a school board must adopt a language access plan that specifies the district's process and procedures to render effective language assistance to students and adults who communicate in a language other than English. The language access plan must be available to the public and included in the school's handbook.

Plan requirements: The language access plan must include how the district and its schools will use trained or certified spoken language interpreters for communication related to academic outcomes, progress, determinations, and placement of students in specialized programs and services; and how families and communities will be notified of their rights under this plan.

Regular review: The board must review the plan every two years and update the plan as appropriate.

Minnesota Learning for English Academic Proficiency (LEAPS) Act of 2014, Chapter 272, H.F No. 2397, Article 1. The law has three principal goals for all English Learner (EL) students: 1) academic English proficiency; 2) grade-level content knowledge; and 3) multilingual skills development.

Language Access Rights

If you are a parent or guardian of a student in public schools and your dominant language is not English, you have the following rights established by federal law:

  • School districts must have a process for identifying your language needs.

  • Schools must provide information in a language you understand.

  • School districts must provide effective language assistance to you, such as by offering translated materials or a language interpreter.

  • Schools must provide you with language assistance even if your child is proficient in English or you have some English proficiency.

  • Schools must provide translation or interpretation from appropriate and competent individuals and may not rely on or ask students, siblings, friends, or untrained school staff to translate or interpret for you.

  • Language assistance must be free to you.
     

Language Identification Procedures

TCIS will determine parent/guardian language needs through the following procedures:

  1. Enrollment Survey: Upon registration, parents/guardians will identify their preferred language and method of communication. This survey is translated into the following language(s), common in our community:   

    • Somali

    • English

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

  1. Student Information System: The preferred language and method of communication of parents/guardians is available to all staff in Synergy, the Twin Cities International Schools Student Information System.

  1. Teacher Communication: Teachers are encouraged to inquire about communication preferences during “Back to School” open house and in their own communication with families.
     

District Contact

If you have any questions about the Language Access Plan, please contact us via email at kelliw@iecmail.net

For questions regarding the language needs of specific students or families, contact your child’s teacher/staff member or the school's main office.