# COMAR Title 13A — State Board of Education

## Subtitle 01 — State School Administration

### Chapter 10 — Language Access

**Authority:** Education Article §2-205, Annotated Code of Maryland; Federal Statutory Reference: 42 U.S.C. § 2000d

**Administrative History:** Effective date: September 15, 2025 (52:18 Md. R. 924)

#### Regulation .01 Scope.

*COMAR 13A.01.10.01*

The purpose of this chapter is to establish as a matter of policy and priority that parents, guardians, and caregivers are provided with a meaningful opportunity to participate in and have access to programs and services critical to their child’s education, regardless of their dominant language.

#### Regulation .02 Scope.

*COMAR 13A.01.10.02*

This chapter applies to all local school systems.

#### Regulation .03 Definitions.

*COMAR 13A.01.10.03*

A. In this chapter, the following terms have the meanings indicated.

B. Terms Defined.

  (1) “Covered languages” means the most common dominant languages other than English spoken by persons living in the county in which the local school system is located.

  (2) “Interpretation” means the process of converting a spoken language from one language to another in a way that is culturally and linguistically appropriate, while preserving the original meaning.

  (3) “Language access plan” means a document that describes how the local school system will provide services to individuals whose dominant language is not English.

  (4) “Translation” means the process of converting text from one language to another while preserving the original meaning.

#### Regulation .04 Requirements.

*COMAR 13A.01.10.04*

Each local school system shall:

A. Develop and implement a language access plan to:

  (1) Determine the covered languages for which language services will be provided;

  (2) Establish a process to identify, translate, and disseminate documents containing critical information regarding students’ education;

  (3) Establish a process to provide interpretation services for meetings and communication with parents and guardians;

  (4) Establish a plan to provide language access for families whose dominant language is not a covered language; and

  (5) Provide regular training sessions for translators, interpreters, school staff, and administrators;

B. Establish a process for users of language access services to provide feedback on the implementation of the language access plan;

C. Track and report on the effectiveness of their language access services;

D. Develop annual goals to improve the effectiveness of language access services;

E. Review and revise their language access plan every two years; and

F. Update covered languages annually.