Checklist for Developing a Limited English Proficiency (LEP) Plan

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LEP Checklist Using a telephone voice mail menu in themost common languages encountered. Including notices in local newspapers inlanguages other than English; Airing notices on non-English languageradio and television stations; and Giving presentations at schools andreligious organizations.Notices on telephone voice mail menus,in newspapers, and on radio andtelevision stations should provideinformation about available languageassistance services and how to accessthem. The messages should be providedin the most common languagesencountered.V. Monitor and Update Your LEP PlanTo determine if the LEP policy needs updating,consider assessing changes in the followingareas: Current LEP populations in the servicearea or population affected orencountered; Frequency of encounters with LEPlanguage groups;You should have a process fordetermining, on an ongoing basis,whether new documents, programs,services and activities need to be madeaccessible for LEP individuals. Whenchanges in services occur, you may wantto provide notice of these changes to LEPindividuals and employees. In addition,you should consider whether changes indemographics, types of services or otherfactors require annual reevaluation ofyour LEP plan. Nature and importance of activities toLEP persons; Availability of resources, includingtechnological advances and sources ofadditional resources, as well as the costsimposed; Whether existing service assistance ismeeting needs of LEP customers; Whether staff knows and understandsthe LEP plan and how to implement it;and Whether identified sources for assistanceare still available.7-2-03 Page 13
LEP ChecklistMONITORING YOUR LEP PLANConsider Monitoring For The FollowingActivities: Is there a LEP coordinator identified? Are you working with community-basedorganizations familiar with the languageneeds of individuals participating in oreligible to participate in your programsand services? Is there a process in place for surveying,collecting and/or recording primarylanguage data of participants? Have resources needed to providemeaningful access for LEP persons beenidentified? Is language assistance available at allidentified points of contact? Have employees who fluently speak alanguage other than English, and thelanguages they speak, been identified? Have employees who are qualified asinterpreters been identified? Have interpreter services for the areabeen identified? Have costs of additional resources beenidentified? Is there a policy, plan or procedure inplace for language interpreter andtranslation services?7-2-03 Page 14
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Page 5: LEP ChecklistINTRODUCTIONThe United
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Page 14 and 15: LEP ChecklistDEVELOP YOUR LEP PLANO
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Checklist for Developing a Limited English Proficiency (LEP) Plan

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