Planning Hmong interpretation for Saint Paul school meetings

Ask which Hmong variety the family prefers

Ask the parent how they describe the language they want to use, including whether Hmong White (Hmoob Dawb), Green/Blue (Hmoob Leeg), or another variety is appropriate. Do not infer a variety from the family’s background or assume that one Hmong interpreter will fit every family. Record the preference and confirm it before the meeting.

If the family is uncertain, use the district’s language identification process and explain how the team will confirm the match. Invite the parent to tell the team if they are having difficulty understanding the interpreter.

Plan the meeting so parents can participate

Federal IDEA regulations direct public agencies to take necessary action to ensure parents understand IEP team proceedings, including arranging an interpreter in specified circumstances. The U.S. Department of Education has also described requirements for notices in a parent’s native language. Ask the district’s special education lead how those rules apply to the individual meeting and what process the district follows.

Send the parent the meeting date, location or video details, agenda, and a contact for questions. Make time for the interpreter to convey full comments and for the parent to ask questions.

• U.S. Department of Education, IEP translation and interpretation communication

Prepare the format and materials

For remote meetings, confirm that the parent can see and hear all speakers and that a support contact is available. For in-person meetings, arrange seating so the parent and interpreter can communicate comfortably.

• Request interpretation when the meeting is scheduled and provide expected length and location.
• Choose in-person or external video based on the parent’s needs, materials, privacy, and available technology.
• Check whether the district requires particular qualifications and how it verifies them.
• Give the interpreter relevant terminology or materials through the district’s approved process.
• Tell participants to speak directly to the parent and pause for interpretation.

Follow up after the meeting

Ask the parent whether they could participate and whether anything needs clarification. Document the interpreter arrangement, format, and any issue under district policy. Use student information only in approved systems. Review problems with the district team before the next meeting so the language preference and setup can be confirmed earlier.

References

• U.S. Department of Education, IEP translation and interpretation communication