UNIVERSITY OF IDAHO LIMITED ENGLISH PROFICIENCY LEP PLAN 2020-2022... Page 2 of 42 University of Idaho Limited English Proficiency Plan Table of Contents I.. University of Idaho LEP Pl
TITLE VI OF THE CIVIL RIGHTS ACT OF 1964
Title VI of the Civil Rights Act of 1964 prohibits discrimination in any program or activity that receives federal financial assistance Under Title VI, no person in the United States may be excluded from participation, denied the benefits of, or subjected to discrimination on the basis of race, color, or national origin This protection applies to all entities and services funded with federal funds, ensuring equal access and opportunity for all individuals Recipients of federal funds must prevent discrimination and address violations to safeguard civil rights and maintain fair treatment for everyone.
EXECUTIVE ORDER 13166
Executive Order 13166—“Improving Access to Services for Persons With Limited English Proficiency”—directs every Federal agency subject to Title VI to publish guidance for its recipients clarifying their LEP obligations, and requires that all such guidance align with the compliance framework in the Department of Justice’s Policy Guidance entitled “Enforcement of Title VI of the Civil Rights Act of 1964—National Origin Discrimination Against Persons With Limited English Proficiency.” The policy recognizes that different treatment based on a person’s ability to speak, read, write, or understand English can constitute national origin discrimination It also provides a four-factor test to assess the needs of an organization’s LEP population and to determine the appropriate actions to ensure access to services for LEP persons.
Executive Order 13166 applies to all federal agencies and to all programs and operations of entities that receive funding from the federal government This coverage includes state agencies, state-controlled institutions of higher education, local agencies and governments, as well as private and non-profit entities and their sub-recipients.
FEDERAL TRANSIT ADMINISTRATION (FTA) CIRCULAR 4702.1A
FTA Circular 4702.1A clarifies the responsibilities of recipients of U.S Department of Transportation (DOT) financial assistance under Title VI and provides practical guidance on how these recipients can fulfill their duties to limited English proficient (LEP) persons The circular supports DOT-funded organizations in implementing Title VI compliance and delivering equitable access to transportation programs and services for LEP communities.
UNIVERSITY OF IDAHO LIMITED ENGLISH PROFICIENCY COMPLIANCE
The University of Idaho is committed to fulfilling its obligations under Title VI of the Civil Rights Act of 1964 (42 U.S.C 2000d) by ensuring meaningful access to all university programs and activities for individuals with Limited English Proficiency (LEP) through the practices and procedures outlined in this LEP Plan Because the university operates as a complex, multi-location organization with services across Idaho, LEP-related practices may vary by educational or administrative unit based on factors such as the unit's location, the services provided, and the resources available to support access.
The fundamental mission of the University of Idaho is to provide postsecondary education—encompassing undergraduate, graduate, professional, and continuing education—through resident instruction and extended delivery All university courses are taught in English, with foreign language courses as an exception Consequently, students for whom English is a second language must demonstrate a university‑level English proficiency before enrollment.
Proficiency in English can be demonstrated in several ways, with the most common method being a qualifying score on the International English Language Testing System (IELTS), the Test of English as a Foreign Language (TOEFL), or other approved English proficiency exams Students who do not meet these proficiency requirements may be conditionally admitted to the University if they enroll in the University’s American program.
Language and Culture Program, with full admission granted upon successful completion of this program
The University is committed to universal access for Limited English Proficiency (LEP) individuals to its services, with a primary emphasis on the provision of postsecondary education, though not exclusively It also ensures access to ancillary university services that LEP persons may encounter, such as transportation services.
FOUR-FACTOR ANALYSIS
The number or proportion of LEP persons in the University’s service
2 The frequency with which LEP persons come in contact with University services;
3 The nature and importance of the programs and services provided by the University to the LEP population; and
4 The resources available to the University for LEP outreach as well as the cost associated with that outreach
1 The number or proportion of LEP persons in the University’s service area that may be served by the University
Although the University of Idaho has a state-wide educational mission and, through its
The University of Idaho LEP Plan 2018-2020 coordinates extension offices that operate in 42 of Idaho’s 44 counties, making these offices the primary access points for the university’s educational offerings and related services The main campus is in Moscow, and educational centers are located in Boise, Coeur d’Alene, and Idaho Falls To determine the appropriate level of assistance for LEP persons to access University services in these areas, the University will use data from the United States Census Bureau.
According to the 2018 American Community Survey, 1 t for the population 5 years old and over:
• 8.4% of the Moscow population reported speaking a language other than English at home o 2.0% of the Moscow population reported speaking English “less than very well”
• 2.9% of the Moscow population reported speaking Spanish at home o 0.4% of these individuals reported speaking English “less than very well”
• 1.8% of the Moscow population reported speaking “Other Indo-European languages” at home o 0.6% of these individuals reported speaking English “less than very well”
• 2.2% of the Moscow population reported speaking “Asian and Pacific Islander languages” at home o 0.5% of these individuals reported speaking English “less than very well”
• 10.1% of the Boise population reported speaking a language other than English at home o 3.6% of the Boise population reported speaking English “less than very well”
• 4.7% of the Boise population reported speaking Spanish at home o 1.5% of these individuals reported speaking English “less than very well”
• 2.2% of the Boise population reported speaking “Other Indo-European languages” at home o 0.6% of these individuals reported speaking English “less than very well”
• 2.0% of the Boise population reported speaking “Asian and Pacific Islander languages” at home o 0.8% of these individuals reported speaking English “less than very
1 Available at http://www.census.gov/programs-surveys/acs/data.html, well”
• 3.7% of the Coeur d’Alene population reported speaking a language other than English at home o 0.7% of the Coeur d’Alene population reported speaking English “less than very well”
• 1.5% of the Coeur d’Alene population reported speaking Spanish at home o 0.4% of these individuals reported speaking English “less than very well”
• 1.2% of the Coeur d’Alene population reported speaking “Other Indo- European languages” at home o 0.2% of these individuals reported speaking English “less than very well”
• 0.7% of the Coeur d’Alene population reported speaking “Asian and Pacific Islander languages” at home o 0.1% of these individuals reported speaking English “less than very well”
• 12.3% of the Idaho Falls population reported speaking a language other than English at home o 4.0% of the Idaho Falls population reported speaking English “less than very well”
• 10.3% of the Idaho Falls population reported speaking Spanish at home o 3.3% of these individuals reported speaking English “less than very well”
• 1.1% of the Idaho Falls population reported speaking “Other Indo-European languages” at home o 0.2% of these individuals reported speaking English “less than very well”
• 0.7% of the Idaho Falls population reported speaking “Asian and Pacific Islander languages” at home o 0.5% of these individuals reported speaking English “less than very well”
• 10.8% of the Idaho population reported speaking a language other than English at home o 4.0% of the Idaho population reported speaking English “less than very well”
• 8.0% of the Idaho population reported speaking Spanish at home o 3.1% of these individuals reported speaking English “less than very well”
University of Idaho LEP Plan 2018-2020
• 1.2% of the Idaho population reported speaking “Other Indo-European languages” at home o 0.3% of these individuals reported speaking English “less than very well”
• 0.9% of the Idaho population reported speaking “Asian and Pacific Islander languages” at home o 0.4% of these individuals reported speaking English “less than very well”
Data indicate that at the University’s main campus in Moscow and at its educational centers in Boise, Coeur d’Alene, and Idaho Falls, Spanish-speaking individuals comprise the primary LEP population served by the University There is only a very limited likelihood that LEP individuals encountered at the University will include speakers of Other Indo-European languages or Asian and Pacific Islander languages.
The frequency with which LEP individuals come in contact with a
The University will assess how often staff have or could have contact with LEP (Limited English Proficiency) individuals by analyzing Census data, local government agency data, results from telephone inquiries, and responses from verbal or written surveys of University staff in offices most likely to encounter LEP individuals.
Based on the foregoing analysis, the University has determined that encounters with LEP (limited English proficient) persons are most likely to occur in key university units, including the Office of Admissions, the Student Financial Aid Services, and the Student Accounts and Cashier’s Office, among others.
Two critical points of contact for LEP persons, the Office of Admissions and Student
Financial Aid Services maintains Spanish-speaking staff to assist LEP individuals who prefer Spanish The Office of Admissions has Spanish-speaking staff in both Moscow and Boise, and many materials are available in Spanish (see Exhibit 1) Additionally, staff in the University’s Office of Multicultural Affairs speak Spanish and are available to provide assistance.
To actively promote international enrollment, the University hosts approximately 711 international students, with many speaking languages other than English as their native language The International Programs Office serves as the primary contact and support hub for these students By regularly reviewing admitted international student demographics (Exhibit 1), the Office provides translated admissions fact sheets (Exhibit 2) in Spanish, Chinese, Arabic, Indonesian, Portuguese, and Vietnamese to help prospective students understand requirements The Office has identified international students who serve as “International Ambassadors” to offer guidance and assistance to potential students Prospective students and staff may also participate in a virtual visit, available in Arabic, Japanese, Spanish, and Portuguese The University regularly engages international students and faculty through these initiatives.
The International Programs Office may provide translation services or facilitate communication with individuals with Limited English Proficiency (LEP) Because these activities often occur informally, with students helping fellow students, the University does not track these instances of LEP-related assistance.
Through the College Assistance Migrant Program (CAMP), the University works to increase college enrollment and graduation among migrant and seasonal farm workers and their children Since most eligible participants speak Spanish as their first or second language, University staff involved in CAMP communicate in Spanish, and all application materials, program brochures, and orientation resources are available in Spanish (Exhibit 4) This language-access approach helps ensure that information about CAMP is accessible and actionable for Spanish-speaking families.
Through the Office of Multicultural Affairs (OMA), the University coordinates the Vandal Challenge Leadership Conference, a program aimed at increasing the membership of underrepresented groups in higher education As part of this initiative, acceptance letters are sent to parents in Spanish (See Exhibit).
OMA provides bilingual information in English and Spanish to prospective students at UIdaho Bound and incoming students during New Student Orientation, ensuring clear communication for families In the summer, staff actively conduct outreach to students and their families, and with 75% of the staff speaking Spanish, they can easily converse with Spanish-speaking parents.
The University also provides or supports transit, services, described in more detail below, that may provide services to LEP persons.
The nature and importance of the program, activity, or service provided by the University to
The University views its educational services as fundamental to its mission as a public higher education institution It aims to foster a rich and diverse educational community and to expand educational opportunities in Idaho and beyond through programs such as CAMP, veterans’ assistance programs, and the University’s Office of Equity and Diversity’s support and inclusion initiatives.
Through Idaho Extension, the University of Idaho offers seven research-based educational resources and non-degree programs spanning topics from food safety to personal financial management and sustainable agriculture, serving communities throughout Idaho.
2 Admissions International Ambassadors, at https://www.uidaho.edu/admissions/international/international-ambassadors
3 Visit Idaho Virtual Tour, at https://www.uidaho.edu/admissions/visit-idaho/virtual-tour
4 University of Idaho College Assistance Migrant Program, at https://www.uidaho.edu/diversity/dhr/college- assistance-migrant-program
5 University of Idaho Veterans Assistance Office, at https://www.uidaho.edu/current-students/veterans- assistance
6 University of Idaho Office of Equity and Diversity, at https://www.uidaho.edu/diversity/edu
Under the University of Idaho LEP Plan 2018-2020, university courses may be counted toward an undergraduate or graduate degree, and most Extension advice and instruction is provided in English The College of Agriculture and Life Sciences, which oversees Idaho Extension, maintains a list of extension employees who are proficient in Spanish and relies on these individuals to provide assistance as needed.
The University of Idaho partners with Regional Public Transportation, Inc (RPT), a non-profit that operates two fixed routes through Moscow, including the campus, at no cost to riders The university also runs the Vandal Access Shuttle, offering fare-free transportation primarily for students and employees to campus facilities, programs, and services Both the RPT and Vandal Access Shuttle websites provide translation options via Google Translate into multiple languages, including Spanish.
The resources available to the University and the overall costs
The University will assess its available resources to provide language assistance, including identifying bilingual staff, determining the costs associated with providing a language line on an as-needed basis, arranging for the translation of documents as required, and implementing staff training to support language access.
After analyzing the four factors, the University has developed the plan outlined in the following section for assisting persons with limited English proficiency.
LIMITED ENGLISH PROFICIENCY PLAN OUTLINE
How to Identify an LEP Person who Needs Language Assistance
The University will use the following measures to identify individuals who may need language assistance:
• Examine requests for language assistance from past encounters (both transit and non-transit alike) to anticipate the possible need for future assistance for LEP persons;
Make the Census Bureau’s 'I Speak' cards available at identified units that are likely to encounter LEP individuals While staff may not be able to provide translation assistance during a specific encounter, these cards can be used to identify language assistance needs for future interactions.
8 Regional Public Transportation Smart Transit, at http://www.smarttransit.org/
9 University of Idaho Vandal Access Shuttle, at https://www.uidaho.edu/infrastructure/parking/alternative- transportation/shuttle
10 University of Idaho International Ambassadors, at https://www.uidaho.edu/admissions/international/international-ambassadors
• Survey front-line staff in units likely to encounter LEP persons regarding any direct or indirect contact with LEP individuals.
Language Assistance Measures
The University either already provides or is in the process of making available the following language assistance tools:
• “I Speak” cards and instructions for use;
• Reminder to University units develop and maintain list of bilingual or multilingual employees within the units and outside the unit, who can assist LEP persons;
• Translation of important documents and notices into Spanish (or other languages as appropriate under the circumstances)
• Complaint procedures for LEP persons.
TPS Staff Training
Providing meaningful access to University services is a shared obligation of all employees The Title VI Coordinator provides education and instruction to u n i t s on campus regarding how to assist LEP persons
• Understanding Title VI LEP responsibilities;
• Creating awareness of language assistance services the University offers;
• Specific instructions on how to assist LEP persons; and
• Other Title VI obligations and complaint procedures for LEP persons.
Providing Notice to LEP Persons
To ensure accuracy, the University engages qualified service providers to translate official documents For less formal materials—such as flyers and advertisements for entertainment events—University departments and administrative units are responsible for ensuring that translation services are provided by qualified individuals.
There are several ways in which the University and its employees m a y provide notice to LEP persons that language assistance is available including:
• Making translated documents, including documents related to complains procedures, easily accessible in both electronic and paper formats;
• Providing front-line employees with “I Speak” cards to facilitate quick access to an interpreter via the Language Line; and
• Where applicable, providing notice of availability of language services
University of Idaho LEP Plan 2018-2020
Monitoring and Updating the LEP Plan
This plan is designed to be flexible and easily updated to accommodate changing needs At a minimum, the University will annually review and update the Title VI Plan Each update will examine the plan components to ensure they remain comprehensive and aligned with regulatory requirements and university priorities.
• How many LEP persons were encountered?
• What is the current LEP population in the University’s service area?
• Has there been a change in the types of languages for which translation services are needed?
• Is there still a need for continued language assistance for previously identified University programs? Are there other programs that should be included?
• Have the University’s available resources, such as technology, staff, and financial assistance changed?
• Has the University fulfilled the goals of the LEP Plan?
DISSEMINATION OF OR QUESTIONS ABOUT THE LEP PLAN
This plan is available for download from the University’s Office of Civil Rights and Investigations website at https://www.uidaho.edu/ocri If you have any questions about Title VI compliance or this plan, please contact the Office of Civil Rights and Investigations.
Office of Civil Rights and Investigations
530 S Asbury St, Suite #5 Moscow, ID 83843
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020
University of Idaho LEP Plan 2018-2020