Self-Assessment Tool for Recipients of Federal Financial Assistance

For the Development of Language Access Plans

General Services Administration published guidance for all of its recipients, which requires that SASPs and donees that receive Federal surplus personal property to provide meaningful access to its programs and services to persons, who, as a result of national origin, are limited in English proficiency (LEP).

Note: The step-by-step process provided below walks the recipient through the analysis. The interaction that your programs/activities have with the public drives this analysis. For purposes of this analysis, “Public” includes members of the general population.

Do any of your programs or activities interact with the public?	Yes________ No________ (If answer is No, your analysis is completed and no LEP procedures are required.) However if your answer is Yes, proceed to next question.)
Identify each program/activity that interact with the public.
What type(s) of interaction/communication do the programs or activities identified in # 2 above have with the public?	Telephonic _____ Email ______ Website ____ In Person _____ Mail ______ Other ______
Have any of the programs or activities identified in #2 had encounters with LEP individuals in the last twelve months?	Yes ____________; No __________ If yes, # of LEP encounters __________ Which programs or activities had LEP encounters?
For those programs or activities that had actual LEP encounters, identify up to six of the most frequent languages encountered.	1.____________; 2.___________; 3.____________ 4.____________; 5.___________; 6.____________
Are your programs or activities likely to have more interaction with LEP individuals in the future, due to the population profile of the program’s service area and the nature of your programs/activities?	Yes ____________ No ____________ Not sure __________ (Refer to most recent Census data @ CENSUS REPORT LANGUAGE PROFILE, or other reliable forms of population data)
If Yes to # 6, what are the languages that an increase is likely?	_______________; _____________; _____________
Which documents are provided to the public that are vital in order to access or participate in your programs or activities?	(Examples: applications, program access procedures, notices to the public regarding important dates/deadlines, appeal rights, etc.)
(a) Based on your previous answers, which documents should be translated in order to ensure meaningful access for LEP individuals? (b) And in which language(s)?	(a) (b)
(a) Based on your previous answers, what kind of interpretive services are needed in order to ensure meaningful access for LEP individuals? (b) And, in which language(s)?	(a) Language line _________;Person to person: __________ (b) Languages needed: __________________________________________

After conducting this analysis:

--establish LEP procedures that are tailored to your program that will enable your staff to communicate effectively with LEP individuals, and using template provided, prepare your Agency’s LAP;

--provide notice to the LEP population(s) that is eligible to participate in your programs/activities;

--train the staff that interact with the public to ensure that each of them know and understand the LEP procedures; and

--monitor the effectiveness of your LEP procedures periodically—at least annually --to ensure that your LAP is still meeting LEP needs.