Education, Language, and Civil Rights
The following content is reproduced from the United States Department of Education Website.
Yes. Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English.
This includes, but is not limited to, information related to:
- registration and enrollment in school and school programs
- grievance procedures and notices of nondiscrimination
- language assistance programs
- parent handbooks
- report cards
- gifted and talented programs
- student discipline policies and procedures
- magnet and charter schools
- special education and related services, and meetings to discuss special education
- parent-teacher conferences
- requests for parent permission for student participation in school activities
Yes. Schools must respond to a parent’s request for language assistance and remember that parents can be limited English proficient even if their child is proficient in English.
No. 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 parents.
When your child enrolls, you should receive a home language survey or similar form to fill out that helps the school identify potential English learners, who are eligible for language assistance services. If your child is identified as an English learner, the school must notify you in writing within 30 days of the school year starting with information about your child’s English language proficiency level, programs and services available to meet your child’s educational needs, and your right to opt your child out of a program or particular services for English learners. For more information about the rights of English learners, visit http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf.