Language Access

Handbook
For Schools
Contents
Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Roles and Responsibilities in Providing Language Access to Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Monitor Parent Language Access Needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Assist in Developing a Language Access Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Work with Your Principal to Allocate Funding to Address Language Assistance Needs. . . . . . . . . . . . . . . . . . . . . . 6
Inform Parents of the Availability of and Access to Language Assistance Services. . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Notify School Staf of Language Assistance Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Support School Staf in Providing Written Translation Services to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Support School Staf in Providing Interpretation Services to Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Addi tional Requirements for Translation and Interpretation Services Throughout the
Spec ial Education Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Appendix A Commonly Used Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix B Sample Translation Request Form (Schools). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Appendix C DOEs Contracted Language Provider. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Appendix D Guidelines for Working with Interpreters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Appendix E Sample Emergency Contact Card. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Appendix F Translation and Interpretation Plan Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Appendix G Sample Staf Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Appendix H School Staf Language Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Appendix I NYCertifed Program Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
1
2
Learning Objectives
This handbook is intended to help you:
Understand the importance of providing interpretation and translation services to limited-English
profcient parents.
Become familiar with and help your school access resources for providing language assistance.
Background
Te New York City Department of Education (DOE) educates over 1.1 million pre-kindergarten to grade
12 students in over 1,700 schools. Students and their parents communicate in over 180 diferent languages.
Te DOEs Language Access Plan
1
ensures that limited-English profcient (LEP) parents are provided with
a meaningful opportunity to participate in and have access to programs and services critical to their childs
education.
Te translation and interpretation services provided by the DOE target all LEP parents and are not limited to
parents of students who have been identifed as English Language Learners.
Chancellors Regulation A-663
2
requires schools to:
1. Determine and record the primary language spoken by the parent of each student enrolled in the school,
and determine whether any parent requires language assistance to communicate with the DOE.
2. Develop a school-based language access plan as part of the schools Comprehensive Educational Plan
(CEP).
3. Inform parents of their right to and the availability of language services by sharing a copy of the Parents
Bill of Rights
3
and by posting a sign indicating the availability of interpretation services.
4. Translate documents containing critical information regarding a students education in each of the
covered languages.
4

5. Provide interpretation services, to the maximum extent practicable within the budget appropriated for
such services, during regular business hours, to parents whose primary language is a covered language
and who request such services in order to communicate with the DOE regarding critical information
about their childs education.
1
http://schools.nyc.gov/Ofces/Translation/ChancellorRegulation/Language+Access+Policy
2
http://schools.nyc.gov/RulesPolicies/ChancellorsRegulations
3
http://schools.nyc.gov/RulesPolicies/ParentBillofRights
4
Languages include Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish and Urdu
3
Roles and Responsibilities in Providing Language
Access to Families
1 Monitor parent language access needs.
2 Assist in developing a Language Access Plan.
3 Work with your principal to allocate funding to address language
assistance needs.
4 Inform parents of the availability of and access to language assistance
services.
5 Notify school staf of language assistance services.
6 Support school staf in providing written translation services to parents.
7 Support school staf in providing interpretation services to parents.
4
1 Monitor Parent Language Access Needs
Summary
Te Language Access Coordinator (LAC) should know and track the language preferences of all parents in the
school community. Written and oral language preference data is collected via the following forms and entered by
school staf in ATS:
1. Student Registration Form Completed by the school or enrollment ofce during the point of initial
admissions.
2. Home Language Identifcation Survey (HLIS) Completed by all parents during the point of initial
enrollment.
3. Emergency Contact Card (Blue Card) Completed by all parents at the beginning of every school year,
upon enrollment in a new school, and updated as needed.
Resources
You can use the following reports in ATS (depending on your ATS access level) to generate the Parents
Preferred Language Report:
Citywide/District Parents Preferred Language Report (RCPL)
School Level Emergency Contact Form (RECF)
5

School Level Emergency Contact Student List (RCON)
School Level Adult Preferred Language Report (RAPL)
School Level Adult Detail Report (RADL)
You can update a parents preferred language by individual student or by grade level/ofcial class:
To update a parents preferred language by individual student use the Update Parent/Adult Info
(PARU) screen in ATS
To update a parents preferred language by grade level or ofcial class use the Update Parents
Languages (UPPG) screen in ATS
Translated versions of the Home Language Identifcation Survey and the Emergency Contact Card are
available at http://intranet.nycboe.net/SchoolSupport/TranslatedDocs.
Any school staf member who needs training on ATS can reach out to his/her network data/application
support specialist. Te network data/application support specialist can provide one-on-one training or
set up a network-wide ATS training session.
For additional information, visit the ATS Wiki page:
https://wiki.nycenet.edu/display/ATSWiki/Adult+Preferred+Language+Report+-+RAPL
https://wiki.nycenet.edu/display/ATSWiki/Update+Parent%27s+Languages+-+UPPG
Best Practices
Troughout the year, you should regularly generate and review up-to-date ATS reports which indicate
preferred languages for parents in your school community.
5
Tis report may be run for students participating in the schools shared instruction program.
5
2 Assist in Developing a Language Access Plan
Summary
Schools are required to complete the Translation and Interpretation Plan of the ELL-related section of the
Comprehensive Educational Plan (CEP), which describes how parents will have full access to language services.
Principals, parents, and parent coordinators
6
(in collaboration with other pertinent personnel) should be
involved in the development of the appendix. A copy of this plan must be maintained at your school as part of
your schools CEP. See Appendix F for the Translation and Interpretation Plan template.
Te plan must address your schools language assistance needs including:
timely provision of translated documents
timely provision of interpretation services
the budgetary and stafng resources your school is devoting to fulfll those needs
compliance with Chancellors Regulation A-663
Resources
Te Ofce of English Language Learners (ELL) posts resources to assist schools with planning for ELLs
so that all schools can provide the instruction and support that best serves the needs of their students.
More information is available at http://intranet.nycboe.net/SpecialPopulations/ELL/Resources.
For more information about the development of the Language Access school plan and budget narrative,
contact your ELL Compliance and Performance Specialist, School/District Improvement Liaison or your
School Support Organization (SSO) Network Team.
Best Practices
When developing the language access plan, keep the following factors in mind:
number of LEP parents in your school
number of languages represented in your school community
current language resources available to your school (e.g., bilingual personnel, community-based
organizations)
number of documents your school disseminates that will require translation
number of formal and informal face-to-face interactions throughout the school year
6
Please note that pursuant to Chancellors Regulation A-655 parent coordinators may not be members of the SLT but may serve on subcommittees.
6
3 Work with Your Principal or CSE Chairperson
to Allocate Funding to Address Language
Assistance Needs
Summary
Language Access Coordinators should be aware of the funding available to schools to provide language assistance
services. All schools receive a tax-levy allocation; eligible schools also receive either a Title I or Title III allocation
for supplementary services. Allocations are made in two disbursements: First 50% in August; second 50% in
January. Tese funds may only be used to: 1) provide in-person interpretation services or written translation
services, 2) cover the cost of translation or interpretation resources or tools, or 3) cover the cost of printing
foreign-language materials to be disseminated to LEP parents.
Resources
Details on how to schedule these allocations in Galaxy and information regarding individual
school allocations are included in the School Allocation Memorandum (SAM) for Translation and
Interpretation Services and is available at http://schools.nyc.gov/Ofces/DBOR/AM.
You cannot use tax-levy, Title I, or Title III allocations to:
Translate information not related to achieving high academic standards.
Retranslate materials already available through the DOEs T&I Unit.
Fund a partial or full annual position.
Purchase supplies not directly related to the provision of translation or interpretation services.
Purchase services for training programs.
Purchase services from unapproved or non-contracted NYCDOE entities (e.g., parent, community
member) for the provision of language services.
You cannot use Title I or Title III resources to:
Replace translation/interpretation services currently provided by the school with tax-levy funding.
Provide translation or interpretation services for mandated services (e.g., at Special Education
Educational Planning Conferences).
For additional information, reach out to your School Business Manager, Assistant Principal of
Operations, Purchasing Secretary or whomever does ordering at your school.
Best Practices
Examples for how to use the funds for interpretation services:
Contract DOE vendors for interpretation services.
Pay bilingual staf per session for activities outside regular working hours at their regular contracted rate.
Buy/rent interpretation equipment (e.g., headsets).
Examples for how to use the funds for translation services:
Contract DOE vendors for languages not supported by DOEs T&I Unit.
Translation of student-specifc documents.
Expedite translation needs.
Pay bilingual staf per session for activities outside regular working hours at their regular contracted rate.
Purchase translation tools (e.g., dictionaries).
Print foreign-language material.
7
4 Inform Parents of the Availability of and Access
to Language Assistance Services
Summary
Te Language Access Coordinator should: 1) work with school staf to create an environment in which parents
are aware of and understand how to access language assistance services, and 2) provide direct outreach to parents
about their rights to language assistance services.
Resources
At the beginning of every school year, the DOEs T&I Unit sends every school a Language Access Kit,
which includes a multilingual welcome poster. Electronic copies of the Language Access Kit materials are
available at
http://intranet.nycboe.net/SchoolSupport/translation_and_interpretation_unit/Languageaccessresources.
Te Parents Bill of Rights includes their rights regarding translation and interpretation services.
Translated versions of the Parents Bill of Rights are available at http://schools.nyc.gov/RulesPolicies/
ParentBillofRights.
Te Expect Success Guide outlines language services provided by the DOE. Translations are available at
http://schools.nyc.gov/ParentsFamilies/expectsuccess.
Additional signage in covered languages is available at http://intranet.nycboe.net/SchoolSupport/
TranslatedDocs and includes signs that indicate:
Interpretation Services Available
Please see a staf member for interpretation services.
Welcome Parents!
Best Practices
Ensure that the welcome poster is posted in a prominent location at or near the primary entrance to your
school. If you need a replacement poster email LACoordinators@schools.nyc.gov.
Post signs regarding visitor access in covered languages to ensure that parents are not prevented from
reaching the ofce due to language barriers.
If parents of more than 10% of the children in your school speak a primary language that is not English
nor a covered language, you must post signage in that language. See page 13 for information on how to
get documents translated in a non-covered language.
Provide all parents with a copy of the Parents Bill of Rights. Translated versions of the Parents Bill of
Rights are available at http://schools.nyc.gov/RulesPolicies/ParentBillofRights.
Provide all parents with a copy of the Expect Success Guide. Translations are available at
http://schools.nyc.gov/ParentsFamilies/expectsuccess.
8
Welcome
For assistance please contact the Parent Coordinator (PC) or District Family Advocate (DFA) listed below.
. )DFA( )PC(
-i4:i i<4i =- -- l-: ll: i il+- (PC) <i l+l +il-l i+i (DFA) = i <ii<i -!
PCDFA
Pour toute assistance, veuillez contacter le Coordinateur des Parents (PC) ou le Dfenseur des Familles (DFA) list ci-dessous.
Si w bezwen d tanpri kontakte Kowdonat Paran (PC) oswa Defans Dwa Fanmi Distri (DFA) nou mete pi ba a.
(PC) (DFA) .
(PC)
(DFA).
Para recibir ayuda, comunquese con el coordinador de padres (PC) o el representante para las familias del distrito (DFA)
cuyos nombres fguran a continuacin.
(DFA) (PC)

Parent
Coordinator: (PC)
District Family
Advocate: (DFA) ( (
Rev 9-12
9
5 Notify School Staf of Language
Assistance Services
Summary
Te Language Access Coordinators main responsibility is to facilitate the provision of language access services.
Toward that end, it is the LACs responsibility to make sure everyone in the school community is aware of his/
her obligations with respect to providing language access and assisting LEP parents.
Resources
At the beginning of every school year, the DOEs T&I Unit sends every school a Language Access Kit.
Tis includes:
a Language Identifcation Guide to help determine the language spoken by a parent
an informational brochure about the services provided by the DOEs T&I Unit
an over-the-phone card for school safety agents that outlines how to obtain an interpreter
Best Practices
Make multiple copies and distribute the Language Identifcation Guide to ofce staf. Train ofce staf in
using the guide to help determine the language spoken by a parent.
Distribute the over-the-phone card to school safety agents and remind them of the steps on how to obtain
an interpreter for LEP visitors to the school.
Send an internal letter to school staf twice a year reminding them of their responsibility to communicate
with LEP parents, and what resources are available to them to do so. See Appendix G for a draf letter.
Language
Identication Guide
Present this guide to non-English speaking parents, so that they may nd their languages and
identify it for you. For over-the-phone interpretation services in any of these languages call:
718.752.7373
SOUTHWEST ASIA
BENGALI
evsjv fvlvq mnvqZv cZ PvBj GLvb `Lvb|
GUJARATI
HINDI
MALAYALAM
{ W J a.
NEPALI
,
PASHTO

PUNJABI
gzikph ftu GkFk ;jkfJsk bJh, feogk eoe/ fJE/ ;ze/s eo.
TAJIK

.
TAMIL
TIBETAN
--~~~--~y-~
Urdu

ASIA
CAMBODIAN

CANTONESE

CHAOCHOW

FUKIENESE

MANDARIN

SHAGHAINESE

TAIWANESE

TOISHANESE

BURMESE
HMONG
Yog xav tau kev pab ua lus Hmoob, thov taw nov.
INDONESIAN
Untuk bantuan dalam bahasa Indonesia, arahkan ke sini.
JAPANESE

KAREN
KOREAN
.
LAOTIAN
MALAY
Untuk bantuan bahasa di dalam Bahasa Malaysia, sila halakan
ke sini.
MONGOLIAN
.
THAI
VIETNAMESE
c tr gip bng ting Vit, vui lng tr vo y.
MIDDLE EAST
ARABIC
.
ARMENIAN
:
FARSI
.
HEBREW
. ,
PASHTO

SORANI
.
TURKISH
Trke dilinde yardm almak iin ltfen buraya iaret ediniz.
UZBEK
Ozbek tilida yordam olish uchun mana bu yerni korsating.
PACIFIC ISLANDS
ILOCANO
No kayat yo ti tulong ti llocano, itudo yo ditoy.
INDONESIAN
Untuk bantuan dalam bahasa Indonesia, arahkan ke sini.
MALAY
Untuk bantuan bahasa di dalam Bahasa Malaysia, sila halakan
ke sini.
SAMOAN
Mo se fesoasoani i le gagana Samoa, faamolemole ia fassino ii.
TAGALOG
Kung kailangan ang tulong sa wikang Tagalog, pakituro dito.
TONGAN
Ke tokonii a e lea i he lea faka-tonga, kataki tuhu ki heni.
VISAYAN
Kung kinahanglan ang tabang sa pagsulti sa Binasaya, itdulo
dinhi.
AMERICAS & THE CARIBBEAN
FRENCH
Pour obtenir de laide en franais, pointez cette ligne du doigt.
HAITIAN CREOLE
Si w se Ayisyen, montre n sou kat sa a kote ki make kreyl
ayisyen an pou n sa ede w.
PORTUGUESE
Para assistncia em portugus, por favor indique aqu.
SPANISH
Para recibir ayuda en espaol, por favor seale aqu.
For assistance in Cambodian, please point here.
tU Ht! t

!
Source:
Burmese For language assistance in Burmese, please point here.
Translation:
+refrm +refrmbmomtultnDtwGufTae&mwGifvufnKd;xkd;jyyg?
Source:
Gujarati For language assistance in Gujarati, please point here.
Translation:
-~ -~ - c ., -- - ~c -c. -.
Source:
Language For language assistance in Tamil, please point here.
Translation:
I IN M , J
Source:

Thai For language assistance in Thai, please point here.
Translation:

Source:
Lao For language assistance in Lao, please point here.
Translation:
--- --------- ------
Source:
Hindi For language assistance in Hindi, please point here.
Translation:
WlS WlS pw q xWri M sL rW mU YsM MU |
Attention School Safety Agents!
Having difculties communicating with a
limited-English-procient parent at your school?
Call the DOEs Translation and Interpretation Unit
to get an interpreter over the phone.
718-752-7373
Services can only be requested by school-based staff. This number should not be given directly to parents.
evsjv Franais English Kreyl Ayisyen Espaol
evsjv Franais English Kreyl Ayisyen Espaol
Rev 9-12
10
6 Support School Staf in Providing Written
Translation Services to Parents
Summary
Schools must translate documents containing critical information regarding a students education in each of the
covered languages. Te DOE produces numerous documents that contain critical information about educational
programs and services which are distributed or made available to all parents.
A. Centrally-Produced Critical Documents
Tese documents do not contain student-specifc or school-specifc information and are produced centrally.
Tese documents are translated by DOEs T&I Unit in the covered languages. Examples of documents that have
already been translated include:
Te DOEs Discipline Code
Chancellors Regulations
Te Respect for All Brochure
Guide for Parents of English Language Learners
Raising the Bar for All Students: NYC Special Education Reform
High School Directory
Forms that allow parents to opt their children out of various services or requirements
11
Schools can access critical documents that are already translated on the intranet at
http://intranet.nycboe.net/SchoolSupport/TranslatedDocs.
Resources
Parents can access critical documents that are already translated on the DOEs website at
http://schools.nyc.gov.
12
B. School-Produced Critical Documents
Tese documents contain critical information about educational programs and services, are not student-specifc
and are produced at the school level. Your school is required to translate these documents in the covered
languages. Examples of these documents include:
annual handbooks
newsletters
calendars
parent-teacher conference announcements
afer-school program information
New York State testing dates
general overview of student curriculum
letters from the principal
Resources
Te DOEs T&I Unit can assist with translating your schools generic documents in the DOEs covered languages.
To obtain these services, schools must:
1. Complete a Translation Request Form available at http://intranet.nycboe.net/Translation_interpretation
(see Appendix B for sample form).
2. E-mail the completed request form and document(s) to be translated to translations@schools.nyc.gov.
3. A DOE T&I staf member will confrm receipt and advise you of the completion date.
If you need translations in a language other than a covered language, you may reach out to the DOEs contracted
vendor (see Appendix C for vendor contact information).
Helpful tips for requesting translation services from the DOEs T&I Unit:
Plan ahead and consider the following factors for the timing of translation projects:
amount of text to be translated
number of languages involved
complexity of format
number of individual documents
Send your fnal version for translation; do not send a draf.
Use clear, succinct writing. Avoid ambiguity.
Minimize the use of abbreviations and defne acronyms.
If the document will be printed on letterhead or will contain images, send these along with the fle
to be translated.
Microsof Word fles are preferred.
Translation services are provided on a frst-come, frst-served basis; please plan ahead.
Only standard form text can be translated; no student-specifc documents can be translated by the
DOEs T&I Unit.
No instructional material can be translated by the DOEs T&I Unit.
Translations are returned in PDF format.
Te DOEs T&I Unit does not proofread or review translations done by outside parties.
13
C. Student-Specifc Documents
Tese documents contain information that is specifc to individual students. Information that is critical to a
students education can include:
health information
safety information
legal or disciplinary matters
report cards
absence or lateness notifcations
entitlement to public education or placement in any Special Education, English Language Learner or
non-standard academic program
Resources
To facilitate the translation of these documents, in covered or non-covered languages, schools have Title I, Title
III and/or tax-levy-earmarked funding. You can use these funds to pay the DOEs contracted vendor to provide
translation services (note that costs can vary by language) or to pay bi- or multilingual staf members per session
to provide translation services. See page 15 for more information on utilizing bi- or multilingual staf members.
See page 6 for more information on how to access this funding.
For more information on translating a students Individualized Education Program (IEP) see page 17.
14
7 Support School Staf in Providing
Interpretation Services to Parents
Summary
A school must provide interpretation services, to the maximum extent practicable within the budget
appropriated for such services, during regular business hours, to parents whose primary language is a covered
language and who request such services in order to communicate with the DOE regarding critical information
about their childs education. Tere are two types of interpretation services available to schools:
A. Over-the-phone interpretation
B. On-site interpretation
A. Over-the-phone Interpretation Services
Over-the-phone interpretation service can be used for outgoing calls to parents and to communicate with
visitors to the school.
Resources
Te DOEs T&I Unit provides free over-the-phone interpretation services in over 150 languages. Services are
available from 8am to 5pm, Monday through Friday, except on select holidays. Hours are extended for regularly
scheduled evening parent-teacher conferences.
To access over-the-phone interpretation services:
1. Make sure you have your schools district borough number (DBN) ready.
2. Call 718-752-7373.
3. Press 4 to request an over-the-phone interpreter.
15
B. On-site Interpretation Services
Your school is responsible for providing interpretation at meetings, conferences, activities or events in
accordance with Chancellors Regulation A-663.
Resources
To facilitate interpretation at these events, schools have Title I, Title III and/or tax-levy-earmarked funding. You
can use these funds to pay the DOEs contracted vendor to provide interpretation services (note that costs can
vary by language) or to pay multi-lingual staf members per session to provide interpretation services. See page 6
for more information on how to access this funding.
Best Practices for Providing Interpretation Services
Work with your colleagues to identify and utilize qualifed bi- or multilingual school staf who
can assist in providing interpretation and translation services. Survey school staf to identify bi- or
multilingual staf members who are available to provide language services. See Appendix H for a
sample staf survey.
Many Parent Coordinators have gone through the NYCertifed program, where they were trained to
provide interpretation services. For detailed information on the NYCertifed program,
see Appendix I.
Students and other children (minors under the age of 18) may not serve as interpreters for school
staf and parents during any formal or informal meeting where student achievement or student
conduct is discussed. Parents may choose to rely on an adult friend or relative for language and
interpretation services.
Note that if you need American Sign Language services, you can contact the DOEs Ofce of Sign
Language Interpretation Services at 212-689-4020.
For tips on working with interpreters, see Appendix D.
16
NOTES
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Additional Requirements for Translation and Interpretation
Services Throughout the Special Education Process
Parents of a child who may need or is receiving special education services have the right to understand the
process and participate in the development of their childs Individualized Education Program (IEP). Te
following explains the DOEs obligations to provide language access services throughout the special education
process and your role in coordinating with special education staf to facilitate the provision of those services.
Translation of Notifcations
Each student record in SESIS has a profle containing current information about the student, with some
information populated from ATS, including parents preferred language for communications from the school.
School IEP Teams and Committees on Special Education (CSEs) use SESIS to generate notifcations to parents
throughout the special education process.
If a parents preferred language is one of the covered languages, notices sent throughout the special education
process must be provided in that covered language. Tose notices advise parents of, among other things, their
right to an interpreter at IEP meetings and whom to contact to request an interpreter. If the parents preferred
language is not a covered language, they should be provided an English version of each notice, accompanied
by a message in their preferred language that says that the document contains important information and that
the parents should arrange for it to be translated. Tese notifcations, in the most frequently used non-covered
languages, are available in SESIS and are automatically printed in the header of the notices.
Translation of Individualized Education Programs (IEP)
If a parent requests a translation of an IEP in a covered language, schools and CSEs may use a bilingual staf
member or a vendor to provide translation services to help the parent understand the program and service
recommendations.
An on-line IEP translation platform will be available to schools and CSEs to facilitate translation of IEPs in the
covered languages. It is anticipated that it will be operational in early 2014. Language Access Coordinators will
be notifed when the platform is live.
A more complete description of the Special Education process appears in A Parents Guide to Special Education
Services for School-Age Children (http://schools.nyc.gov/Academics/SpecialEducation).
Interpreters at IEP Meetings
Te school or CSE is obligated to provide an interpreter at an IEP meeting in both covered and non-covered
languages upon parental request. Te school can use a bilingual staf member or a vendor to provide
interpretation. Parents may also choose to bring their own interpreter to a meeting.
Resources
A glossary of special education terms in the covered languages (to be provided to interpreters and LEP
parents) is available here: http://intranet.nycboe.net/SchoolSupport/translation_and_interpretation_unit/
Languageaccessresources.
18
Appendix A Commonly Used Terms
Automate the Schools (ATS)
A school-based administrative system which standardizes and automates the collection and reporting of data for
all students in New York City schools.
Centrally Produced Critical Communications
Form documents created by central ofces that are distributed to parents within the City containing critical
information regarding a childs education. Such documents do not contain student specifc information.
Committee on Special Education (CSE)
Te CSE is the Committee on Special Education housed in a district ofce or in a school. Te CSE located
at a school is ofen referred to as an IEP team. District-based CSEs are directed by a Chairperson responsible
for students attending preschool and private, parochial, charter, and New York State approved private schools.
School-based CSEs are responsible for the students in their schools. In either case, these multi-disciplinary
teams, comprised of a general and a special education teacher, a school psychologist, a school social worker, the
students parent, the student as appropriate, and any other professional as deemed necessary, are responsible for
determining whether an identifed student has a disability and, if so, whether the student is eligible to receive
special education services. For students with disabilities found to be eligible for special education services, the
CSE creates an Individualized Education Program (IEP) for the student.
Covered Languages
Te nine most common languages (other than English) spoken by parents of New York City public school
students: Arabic, Bengali, Chinese (Mandarin/Cantonese), French, Korean, Haitian Creole, Russian, Spanish and
Urdu.
Individualized Education Program (IEP)
Te IEP documents a childs eligibility for special education services and formalizes the school systems plan
to provide special education services that are appropriate for his or her unique needs. It contains specifc
information about the child and the education program for him or her.
Interpretation
Te act of contemporaneous communication between a speaker of English and a speaker of a covered language
where the words of one person are communicated to others orally in a diferent language.
Language Access
Describes services to bridge the communication barrier with individuals who cannot speak, understand, read, or
write English efectively.
Language Access Coordinator (LAC)
Principal designee responsible for the coordination of language services in the school.
19
Language Assistance Services
Interpretation and/or translation services provided to assist LEP parents to communicate efectively with school
personnel and access services and programs administered by the DOE.
Limited-English Profcient (LEP) Parents
Parents who do not speak English as their primary language and who have a limited ability to speak, read, and/or
write English well enough to understand and communicate efectively. LEP parents may be able to communicate
in English for certain types of communication (e.g., speaking) but still require language assistance for other types
of communication (e.g., reading or writing).
Over-the-phone Interpretation
Te act of communication between a speaker of English and a speaker of a covered language where the words of
one person are communicated to others orally via telephone in a diferent language.
Preferred Language
A parents written and/or oral language preference as determined by data collected via the Home Language
Identifcation Survey and the Emergency Contact card.
Special Education Student Information System (SESIS)
A secure, web-based, case management system that supports users in completing special education workfow
processes, including creation and storage of notices, IEPs, and other related documents. Te SESIS record serves
as the ofcial special education record for the student.
Student-specifc Critical Documents
Documents that contains individual, student-specifc information, including information regarding a students
health; safety; legal or disciplinary matters; and entitlement to public education or placement in any Special
Education, English Language Learner or non-standard academic program.
Translation
Te written communication between a speaker of English and a speaker of a covered language where the written
words of one person are communicated to others in writing in a diferent language.
Translation and Interpretation Unit (T&I)
Te DOE unit that provides New York City public schools and ofces with resources for accessing translation
and over-the-phone interpretation services.
20
Appendix B Sample Translation Request
Form (Schools)

TRANSLATION REQUEST FORM FOR SCHOOLS


TRANSLATION &
INTERPRETATION UNIT
45-18 COURT SQUARE, FLOOR 2, LONG ISLAND CITY, NY 11101 TEL: 718-752-7373 FAX: 718-752-7390
E-MAIL: TRANSLATIONS@SCHOOLS.NYC.GOV WEB: SCHOOLS.NYC.GOV/OFFICES/TRANSLATION
[rev 08/10]



CONTACT INFORMATION
Requesting School:


School DBN (ex. 22K718):


Contact Person:


E-mail:


Telephone:


Principal:


Date of Request:


SOURCE FILES
Submit your final approved documents to:
translations@schools.nyc.gov
Contact us if the files are too large to submit by e-mail.
Number of documents/pages:


Document title(s):


Update to a prior translation: Yes No
If yes, indicate T&I project number:



LANGUAGES REQUESTED
Arabic
Bengali
Chinese
French
Haitian Creole
Korean
Russian
Spanish
Urdu
DOCUMENT TYPE
Letter
Flyer / Notice / Handout / Brochure
Newsletter / Calendar
Form / Survey
Reference Guide / Handbook
Important Information
Requests are processed on a first-come first-served
basis. Documents are returned in PDF format by e-mail.
The total word count for your submission is limited to
3000 words (approximately 10 pages). Outdated
content will not be processed. Other restrictions may
apply.
For languages and document types not indicated here,
please see the Vendor Information For Schools fact
sheet in the Key Documents section of our website.
The Translation & Interpretation Unit is not responsible
for the quality and accuracy of the translations if they
are altered in any manner without prior approval.
Additional Instructions:


FOR T&I UNIT USE ONLY


PROJECT NUMBER PROJECT MANAGER


TRANSLATION DUE DELIVERY DUE


WORD COUNT Q.C. LOAD
21
Appendix C DOEs Contracted Language Provider
Visit http://intranet.nycboe.net/translation_interpretation for up-to-date vendor information.
Vendor Name: thebigword, Inc.
Telephone number: 646-770-8000
Email address: nycdoe@thebigword.com
Website: www.thebigword.com
Vendor number: THE491811
Contract number: 9370212
22
Appendix D Guidelines for Working with
Interpreters
1. Brief the interpreter
Identify yourself.
Provide specifc instructions of what needs to be done or obtained.
Inform the interpreter if you will need assistance placing a call to a parent, if applicable.
2. Speak directly to the parent
Communicate directly with the parent as if the interpreter is not present.
Te interpreter will relay the information and then communicate the parents response directly back to you.
3. Speak naturally, not loudly
Speak at a normal pace.
Speak in one or two sentences at a time. Try to avoid breaking up a thought. Te interpreter is trying to
understand the meaning of what youre saying, so express the entire thought at once if possible.
Pause afer expressing a thought to ensure that the interpreter has enough time to deliver your message.
If something is unclear, or if the interpreter is given a long statement, he/she will ask you for a complete
or partial repetition of what was said, or to clarify what the statement meant.
4. Ask if the parent understands
Dont assume that an LEP parent understands you. In some cultures a person may say yes as you
explain something, not meaning that they understand you but rather that they want you to keep talking
because they are trying to follow the conversation.
Keep in mind that a lack of English speaking ability does not indicate a lack of education.
5. Do not ask the interpreter for their opinion
Te interpreters job is to convey the meaning of the source language and under no circumstances may
he/she allow personal opinion to color the interpretation.
Do not hold the interpreter responsible for what the parent does or does not say.
6. Everything you say will be interpreted
Avoid private conversations. Whatever the interpreter hears will be interpreted.
If you feel that the interpreter has not interpreted everything, confrm he/she has done so.
Avoid interrupting the interpreter while he/she is interpreting.
7. Avoid jargon or technical terms
Dont use jargon, slang, idioms, acronyms, or technical terms.
Clarify unique vocabulary and provide examples to explain a term as needed.
23
8. Length of interpretation
When you are working with an interpreter, the conversation can ofen take twice as long as it would take
in English only.
Many concepts that you express will have no equivalent in other languages, therefore the interpreter may
have to describe or paraphrase many of the terms that you use.
Interpreters will ofen use more words to interpret what the original speaker says simply because of the
grammar and syntax of the target language.
9. Reading scripts
People ofen speak faster when reading a script. When you are reading a script, prepared text or
disclosure, slow down to give the interpreter a chance to keep up with you.
Provide interpreter with a copy of your script.
10. Culture
Professional interpreters are familiar with the culture and customs of the LEP parent. During the
conversation, the interpreter may identify and clarify a cultural issue they may not think you are aware
of.
If the interpreter feels that a particular question is culturally inappropriate, he/she might ask you to
rephrase the question to help you obtain the information in a more appropriate way.
For over-the-phone interpretation:
11. Ending the call
Te interpreter will wait for you to initiate the ending of the call.
When appropriate, the interpreter will ofer further assistance and will be the last person to disconnect
from the call.
Remember to thank the interpreter for his/her eforts at the end of the session.
24
Appendix E Sample Emergency Contact Card
EMERGENCY CONTACT CARD (Print information) SCHOOL YEAR 200 to 200

Student: Last Name First MI DOB Sex ID#
Parent/Guardian (Student resides with): Relationship
Parents Preferred Language of Communication: Written Oral
Home Telephone ( ) Work Telephone ( ) Cell No. ( ) E-mail
Address Apt. Borough ZIP
Other Parent/Guardian: Relationship
Parents Preferred Language of Communication: Written Oral
Home Telephone ( ) Work Telephone ( ) Cell No. ( ) E-mail
Address Apt. Borough ZIP

List below names of three (3) persons who may be called in case of emergency or if child is sick in school.
CHILD WILL BE RELEASED ONLY TO PERSONS NAMED ON THIS CARD.
Name Telephone ( ) Relationship
Name Telephone ( ) Relationship
Name Telephone ( ) Relationship

If there is a person who may NOT HAVE ACCESS to child, please indicate:
Name Relationship Order of Protection Exists? Yes No

Principal will be notified in writing of any changes to information on this card
Signature of Parent/Guardian
IMPORTANT- PLEASE COMPLETE REVERSE SIDE OF THIS CARD > > > > > > > > > > > > > > > > > > > > > >

Grade Class Room No. Teacher
25-2290.00.3 (4000 Pkgs) 06/22/06 New York City Department of Education
25
Appendix F Translation & Interpretation Plan

LANGUAGE TRANSLATION AND INTERPRETATION 2013-2014 TO 2014-2015

Requirement under Chancellors Regulations for all schools

DBN:

School Name:



Cluster:

Network:




Goal: To communicate whenever feasible with non-English speaking parents in their home language in order to support shared parent-school
accountability, parent access to information about their childrens educational options, and parents capacity to improve their childrens
achievement.

Part A: Needs Assessment Findings

1. Describe the data and methodologies used to assess your schools written translation and oral interpretation needs to ensure that all
parents are provided with appropriate and timely information in a language they can understand.




2. Summarize the major findings of your schools written translation and oral interpretation needs. Describe how the findings were reported to
the school community.











Part B: Strategies and Activities

1. Describe the written translation services the school will provide, and how they will meet identified needs indicated in Part A. Include
procedures to ensure timely provision of translated documents to parents determined to be in need of language assistance services.
Indicate whether written translation services will be provided by an outside vendor, or in-house by school staff or parent volunteers.





2. Describe the oral interpretation services the school will provide, and how they will meet identified needs indicated in Part A. Indicate
whether oral interpretation services will be provided by an outside contractor, or in-house by school staff or parent volunteers.






3. Describe how the school will fulfill Section VII of Chancellors Regulations A-663 regarding parental notification requirements for translation
and interpretation services. Note: The full text of Chancellors Regulations A-663 (Translations) is available via the following link:
http://docs.nycenet.edu/docushare/dsweb/Get/Document-151/A-663%20Translation%203-27-06%20.pdf.





26
Appendix G Sample Staf Letter
To: All Staf
From: [Language Access Coordinator]
Subject: Language Access Services
Providing language access services for limited-English profcient parents continues to be a priority at this school.
I want to take this opportunity to remind you of the importance of our mandates as described in Chancellors
Regulation A-663.
Documents containing critical information regarding a students education must be translated in each of
the covered languages (Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish, and
Urdu).
Interpretation services should be given to parents whose primary language is a covered language and
who request language services in order to communicate with the DOE regarding critical information
about their childs education.
Staf should use all the resources available to them, including material in the Language Access Kits (the
Language Identifcation Guide), the Translation and Interpretation Unit, and available language services
vendors.
If you have any questions, please feel free to contact me at [enter contact information]. Tank you for your
cooperation.
27
Appendix H School Staf Language Survey
School Staf Language Survey
1. Name: __________________________________________________________
2. School/Unit: __________________________________________________________
3. Work Email Address: __________________________________________________________
4. Work Phone Number: __________________________________________________________
5. Do you read, speak, or write in any language other than English? (Please check all that apply)
If you indicated that you do speak, read, or write in a language other than English, please answer the
questions below.
6. How ofen do you speak another language directly with parents?
7. How ofen do you interpret at your school (to facilitate a conversation between a parent and someone
at the school)?
8. How ofen do you translate documents at your school?
9. Please indicate if you would like to continue to make yourself available to volunteer your language skills
during regular school hours. Tis may include serving as an interpreter (verbal) or a translator (written).*
Yes
No
10. Days/Times Available: _______________________
*Serving as an interpreter or translator afer school-hours is subject to per session postings.
Tank you for taking the time to complete this survey.
No
Arabic
Bengali
Chinese (Mandarin)
Chinese (Cantonese)
French
Haitian Creole
Korean
Russian
Spanish
Urdu
Other: ___________
Daily
A few times a week
A few times a month
A few times a year
Never
Other (please specify): ______________
Daily
A few times a week
A few times a month
A few times a year
Never
Other (please specify): ______________
Daily
A few times a week
A few times a month
A few times a year
Never
Other (please specify): ______________
28
Appendix I NYCertifed Program Description
About NYCertifed
NYCertifed is a program which tests and trains bilingual/multilingual Parent Coordinators and Language
Access Coordinators in providing interpretation services.
As a NYCertifed volunteer, you will be able to:
Participate in a standardized assessment and training program with reputable vendors
Prove that you are profcient in a foreign language
Enhance your ability to interpret between two languages
Develop the necessary skills to provide quality interpretation for limited English profcient (LEP) parents
Engage and network with an emerging community of language volunteers
Receive program updates and announcements
Who Can Participate In The NYCertifed Program?
Any Parent Coordinator or Language Access Coordinator with foreign language skills can participate in the
NYCertifed program. Participants must obtain approval from their supervisor to participate.
How Can City Employees Participate in the NYCertifed Program?
For more information, e-mail InterpTraining@schools.nyc.gov.
Oral Assessment Details
Te oral test assesses language profciency in terms of the speakers ability to use the language efectively and
appropriately in real-life situations.
Test Length: 20-30 minutes
Test Format: A live, telephonic interview between a Certifed Tester and a candidate.
It resembles a conversation between two people.
Test Content: Content is adapted to the candidates professional experiences.
Te test may also include a role play.
Rating: Te Certifed Tester rates the interview based on specifc guidelines.
One of ten possible ratings is assigned.
Interpretation Training Details
You will be invited to take the online training if you receive a passing score on the oral assessment.
Te interpreter online training is a total of 7 hours. Participants may complete it in 1-hour intervals over the
course of 2 weeks. Participants may access the training from any computer, and must pass the exam at the end of
the training in order to fnish the program.
NYCertifed Interpretation training includes:
Modes of interpretation
Interpreter code of ethics and standards of practice
Analytic listening & Cultural mediation skills
Memory retention
Note taking
NYC Department of Education
Translation and Interpretation Unit
Tel: 718.752.7373 Fax: 718.752.7390
E-mail: LACoordinators@schools.nyc.gov
http://intranet.nycboe.net/translation_interpretation