We're Hiring!


Family Connections

Getting Involved





Getting Involved

Table of Contents

Policy 700.06 – Language Access Services



Board Policy

  1. The Board of Education is committed to compliance with federal and state law for language instruction for English learners and immigrant students.
  2. The Board of Education supports the purposes of Title III for “English Language Acquisition, Language Enhancement, and Academic Achievement Act” which are:
    1. to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; 
    2. to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet;
    3. to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth; 
    4. to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and 
    5. to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.
  3. It is the policy of the Board of Education to include parents and guardians in the educational process of their students regardless of language. Communication supports and assistance will be provided in order to engage families in the educational process as a partner in the education of their students.
  4. The Board of Education authorizes the Superintendent and District Administration to develop Administrative Regulations consistent with this policy, subject to review approval by the Board.



Definitions - 700.06-1

  1. “Primary Language”:  means the language identified on the Home Language Survey (HLS) during the registration process as the preferred language for school to home communication.
  2. “Interpretation”:  means simultaneous communication between a speaker of English and a speaker of another language.
  3. “Translation”:  means the written communication wherein the written words of one person are communicated to others in writing in a different language. 



Canyons School District Plan - 700.06-2

To provide families with support to engage when there are language barriers, the following procedures are in place:

  1. The Director and Program Administrator in the Department of Federal and State Programs will review the policy annually and determine needs for implementation and training.
    1. Communication to applicable stakeholders will occur as needed following the review.
  2. Determination of Primary Language
    1. Parents or guardians will annually identify the primary language for school to home communication on the HLS during registration.
    2. If any language besides English is noted on the HLS, the parent will be notified of rights for assistance to communicate with the school/District within 30 days of enrollment.
  3. Language Access Plan
    1. Using the information from the HLS, the District and Schools will provide parents or guardians information regarding free translation or interpretation services including but not to:
      1. Contact information for translation and interpretation service;
      2. Instructions on the District website for translation and how to access interpretation services;
      3. Interpretation services to parents and students who require such services in order to communicate with the LEA regarding information about their child’s education or well-being.
        1. Interpretation services can be provided at the site location, virtually, or over the phone.
    2. School based personnel will receive an annual review of this policy including the available translation and interpretation services.
  4. The recommended qualifications of a Translator or Interpreter may include but is not limited to the following:
    1. Interpreter or translator certification; and
    2. Education-specific experience to provide services outlined below.
  5. District translation and interpretation services shall be provided for, when appropriate and reasonable, including but not limited to:
    1. school or district activities;
    2. impromptu and scheduled office visits or phone calls;
    3. registration or enrollment materials, including home language surveys;
    4. documents regarding immunization requirements;
    5. English learning program entrance and exit notifications;
    6. the 504 and IEP process;
    7. student educational and occupational planning processes;
    8. fee waiver processes;
    9. student disciplinary policies, procedures and meetings;
    10. grievance procedures and notices of rights and nondiscrimination;
    11. retention or acceleration meetings;
    12. grade level placement meetings; and
    13. other interactions between the parents of a student learning English and educational staff.
  6. District translation and interpretation services may be provided for, when appropriate and reasonable, but not limited to:
    1. assignments and accompanying materials;
    2. report cards or other progress reports;
    3. requests for parent permission;
    4. any other guidance to improve instruction and assistance by teachers, counselors, and administrators to a student learning English and the student’s parent or guardian and family; 
    5. school community councils; and
    6. school board meetings.
  7. Centrally Produced Critical Communications
    1. The District shall identify communications to guardians containing critical information regarding their child’s education, including, but not limited to:
      1. registration; 
      2. applications, permits, and selection;
      3. standards and performance (e.g., standard text on report cards);
      4. conduct; 
      5. safety and discipline;
      6. special education and related services;
      7. transfers and discharges; and 
      8. emergency notifications.
    2. Translation of centrally produced critical communication will be done in a timely manner, in the top five languages identified by the District.
    3. The departments responsible for the critical communication will make such translations available to the schools.
    4. Student specific critical information will be provided in the covered language for the following, but not limited to, a student’s:
      1. health;
      2. safety;
      3. legal or disciplinary matters; and
      4. entitlement to public education or placement in any special education, English language learner, or non-standard academic program.



Complaints Regarding Language Access Services - 700.06-3

  1. Complaints regarding Language Access Services shall be addressed by the   Department of Federal and State programs. 
  2. When a complaint is submitted to the Department of Federal & State programs, the documentation will include basic information: When, What, Who, contact information and preference for language when responding.
  3. Documentation of response should include district determination including but not limited to any procedural adjustments and timelines.
  4. Complaints shall be reviewed and responded to in a timely manner, not to exceed 10 days.





Document History

Adopted – 8.15.2023.  

This online presentation is an electronic representation of the Canyons School District’s currently adopted policy manual. It does not reflect updating activities in progress. The official, authoritative manual is available for inspection in the office of the Superintendent located at 9361 South 300 East Sandy, UT 84070.

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

Specialty Schools

High Schools

Elementary Schools

Middle Schools

Americans with Disabilities Act (ADA) Statement

Canyons School District is committed to making this website compliant with the ADA. At this time, we recognize that not all areas of this website may be ADA compliant. We are currently in the process of redesigning and creating new website content to be compliant with the W3C Level Two guidelines. If you are experiencing issues with this website, please contact us here communications@canyonsdistrict.org