Monahans-Wickett-Pyote ISD

Translations should never attempt to improve on the English version of the document but should be written to as accurately as possible reflect the English version.

A translation can be contributed by any stakeholder. We recommend to only undertake translation when one is a native speaker or has excellent skills in the language in question

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  
• special education and related services, and meetings to discuss special education  
• parent-teacher conferences  
• requests for parent permission for student participation in school activities

The school’s initial inquiry should, of course, be translated into languages that are common in the school and surrounding community so that the inquiry is designed to reach parents in a language they are likely to understand.

The District uses the following services to meet the language needs of our community:

• In-Person Oral Interpretation - In-person interpreters are available on all campuses.
• Phone Oral Interpretation – Phone interpreters are available on all campuses.
• Online Translation - A Google Translate tool instantly translates websites to over 100 languages.
• Written Translation - Vital documents are translated, subject to language population size.

If the District is unable to translate a vital document due to resource limitations or if a small number of families require the information in a language other than English such that document translation is unreasonable, the District will still provide the information to parents in a language they can understand through competent oral interpretation  

Guidelines for Working with Interpreters

• Prior to the meeting, provide general information to the interpreter regarding the circumstances of the meeting and pertinent details that will aid the interpreter.
• Allow extra time for the meeting, as information will be stated twice.
• Introduce all parties.
• During the meeting, speak directly to the client (parent of student). For example, ask the parent “How can I help you?” instead of asking the interpreter, “Ask him/her how I can help him/her?”
• Speak complete sentences.
• Speak clearly and slowly and avoid slang, educational acronyms, and jargon.
• Let the interpreter control the length of each segment and arrange beforehand for him/her to signal you/the client when to stop. The general rule is two sentences at a time.
• Do not talk with the interpreter and thus exclude the client.
• Generally, the client and interpreter leave at the same time.
• If using a telephone interpreter, keep in mind they have no visual cues to assist them.  
• If documents are needed as references, then a telephone interpreter is not appropriate.