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Edina board approves Language Access Plan after presentation on interpreters, translations and AI guidance
Summary
The board approved a district Language Access Plan that formalizes identification of families' language preferences, three modes of interpreter access (in‑person, phone, virtual remote), restrictions on AI translation for "vital documents," and commitments to translate core pages into Somali and Spanish.
The Edina Public Schools Board voted Oct. 13 to approve the district’s Language Access Plan after a detailed presentation from Dr. Franny Pecare, director of achievement, equity and multilingual learning. The plan formalizes how the district identifies language needs, provides interpretation and translates documents for families.
"The family has a right to receive information about their child's education in their home language," Dr. Franny Pecare said, summarizing the core federal and state requirements that underpin the plan. She told the board the Minnesota Department of Education provided a template and guidance that the district used to produce its plan.
Key elements include: using the Minnesota language survey at enrollment to document family language preferences (including an optional district question about preferred contact language); three modes of interpreter access (over‑the‑phone interpretation, virtual remote interpretation and in‑person interpreters); clarification that cultural liaisons provide cultural and affinity support but are not substitutes for certified interpreters in scheduled important meetings; and written guidance limiting use of artificial intelligence for translation on "vital documents" such as Individualized Education Programs unless a certified translation is provided on request.
Dr. Pecare described practical implementation: video remote interpretation (VRI) has been adopted districtwide and is provided via LanguageLine; TalkingPoints and website auto‑translate are other communication tools. She said the district intends to post Somali and Spanish translations of the approved plan after board approval.
Board members asked about staff training, data privacy and how to encourage families to accurately report preferred languages on enrollment forms. Dr. Pecare said staff and building administrators are being briefed and that the district will rely on its enrollment office, multilingual teachers and cultural liaisons to build trust and increase accurate reporting.
After discussion, the chair called for a vote. The board approved the Language Access Plan by voice vote; the chair announced, "The language access plan is approved."
