{"id":66170,"date":"2026-02-18T14:16:18","date_gmt":"2026-02-18T19:16:18","guid":{"rendered":"https:\/\/www.sogolytics.com\/blog\/?p=66170"},"modified":"2026-03-12T03:07:05","modified_gmt":"2026-03-12T07:07:05","slug":"elevating-lep-voices","status":"publish","type":"post","link":"https:\/\/www.sogolytics.com\/blog\/elevating-lep-voices\/","title":{"rendered":"How Districts Are Elevating the Voices of Limited English Proficiency Community Members"},"content":{"rendered":"<p><em>This is the third in a series of three articles on the Limited English Proficiency for families in K12. <a href=\"https:\/\/www.sogolytics.com\/blog\/engaging-lep-families\/\">Click here<\/a>\u00a0if you want to read the first to learn why Limited English Proficiency is essential to K-12 schools.<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Inclusive survey practices are most powerful when families can see how their feedback leads to real change. Across the country, districts are using intentional multilingual engagement strategies not only to increase participation, but to strengthen trust, improve programs, and support student success.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>The following\u00a0recommendations and\u00a0case studies illustrate what inclusive data collection looks like in\u00a0practice, and\u00a0how\u00a0elevating the voices of\u00a0LEP\u00a0students and families\u00a0can drive\u00a0meaningful, equity-focused improvement.<\/p>\n<div class=\"div-spacer\"><\/div>\n<h2>Recommendations: How Districts, Schools, and Classrooms Can Improve Participation<\/h2>\n<div class=\"div-minispacer\"><\/div>\n<p>Research shows that increasing participation among multilingual and LEP families\u00a0requires\u00a0a coordinated, district-wide strategy sustained over time and not just a few quick fixes or one-time changes.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<h3>District-level recommendations<\/h3>\n<p>District leaders can make the biggest impact by building multilingual engagement into strategic planning. This includes:<\/p>\n<ul>\n<li>Allocating sustainable funding for professional translations<\/li>\n<li>Hiring multilingual community liaisons<\/li>\n<li>Creating clear success measures, such as survey participation goals broken down by home language, to ensure accountability<\/li>\n<\/ul>\n<h3>School-level recommendations<\/h3>\n<p>School leaders\u00a0can increase participation by making communication more culturally and linguistically accessible. This includes:<\/p>\n<ul>\n<li>Training staff on engaging LEP communities<\/li>\n<li>Ensuring survey distribution is clear, consistent, and welcoming<\/li>\n<li>Using formats that respect families\u2019 time, literacy levels, and communication preferences<\/li>\n<\/ul>\n<h3>Classroom-level recommendations<\/h3>\n<p>Teachers and support staff play a powerful role in helping families feel invited and valued. Research and practice show that personal invitations are one of the most effective ways to increase participation,\u00a0especially when communication is in the family\u2019s home language.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Teachers can also use existing touchpoints to support survey engagement, such as:<\/p>\n<ul>\n<li>Class newsletters<\/li>\n<li>Conferences<\/li>\n<li>Family nights<\/li>\n<li>Providing in-person help so families can complete surveys with support<\/li>\n<\/ul>\n<p>Meaningful participation from multilingual and LEP families is\u00a0a priority for\u00a0both equity\u00a0practices\u00a0and data quality. When families see their feedback\u00a0lead\u00a0to real change, trust increases, participation grows, and schools move closer to true, community-centered engagement.<\/p>\n<div class=\"div-spacer\"><\/div>\n<h2>Policy and Practice in Action: Sogolytics Case Studies<\/h2>\n<div class=\"div-minispacer\"><\/div>\n<p>To bring these recommendations to life, we want to share how several of our district partners have successfully put these practices into action.\u00a0It\u2019s\u00a0important to recognize that every district community is different, so what works in one place may look different in another. The most effective approach is the one that aligns with your district\u2019s goals, priorities, and the needs of your population.<\/p>\n<div class=\"div-spacer\"><\/div>\n<h2>New York School\u00a0District Improves\u00a0Family Engagement and Equitable Resourcing<\/h2>\n<div class=\"div-minispacer\"><\/div>\n<p>In the 2023 and 2024 school years, a school district in New York launched a focused effort with two clear\u00a0goals:<\/p>\n<div class=\"div-minispacer\"><\/div>\n<ul>\n<li><b>Improve educational outcomes for LEP students<\/b>\u00a0by using data to guide decisions and strengthen culturally responsive\u00a0supports.<\/li>\n<li><b>Increase satisfaction and trust among LEP families<\/b>\u00a0by expanding access to engagement opportunities, improving communication, and strengthening satisfaction with students\u2019 academic experiences.<\/li>\n<\/ul>\n<p>Because\u00a0equitable\u00a0engagement is a key part of improving outcomes for multilingual learners, district leaders partnered with Sogolytics to build a comprehensive plan to collect data, analyze it thoughtfully, and\u00a0take action\u00a0based on LEP student and family voices.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<h3>Key Practices Implemented<\/h3>\n<div class=\"div-minispacer\"><\/div>\n<p><em>1) Using Benchmarked DTSDE Surveys to\u00a0identify\u00a0experience gaps<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>The district administered Sogolytics\u2019 Benchmarked DTSDE Survey to gather school climate and engagement feedback from students, families, and staff.\u00a0To better understand equity gaps, results were disaggregated by English Learner (EL) status, allowing leaders to compare the experiences of EL respondents with general education peers. This reflects research showing that disaggregated data is essential for uncovering equity gaps and supporting continuous improvement (U.S. Department of Education, 2022; American Institutes for Research, 2023).<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><em>2) Targeted multilingual outreach through email and text<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>To increase participation, the district used separate bilingual outreach campaigns in English and Spanish, delivered through email and text messaging.\u00a0Using\u00a0Sogolytics\u2019 propriety survey\u00a0platform,\u00a0families who had\u00a0identified\u00a0Spanish as their home language\u00a0were\u00a0sent parallel messages\u00a0to those in English\u00a0designed specifically for their language preference. This mirrors best practices showing that language-accessible communication and personalized outreach increase multilingual engagement and help build trust (MidTESOL, 2021).<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><em>3) Transparent reporting through bilingual infographics<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>After the survey closed, district leaders focused on transparency by sharing results through infographics in both English and Spanish.\u00a0These easy-to-read materials were distributed to schools, posted on district websites, and shared through district social media channels. This aligns with recommendations showing that returning survey data to families,\u00a0especially in visual and accessible formats,\u00a0builds trust and encourages future participation (Education Week, 2022 &amp; AIR, 2023).<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><em>4) Setting clear ELL improvement goals<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>To ensure feedback led to real change, the district created specific, measurable goals tied directly to engagement and satisfaction\u00a0of EL\u00a0students and their families.\u00a0By embedding these goals into the district\u2019s continuous improvement process, the district strengthened accountability and turned survey participation into a sustained engagement strategy\u00a0rather than just\u00a0a one-time initiative.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<h3>Impact<\/h3>\n<p>During the District\u2019s 2023 survey administration, school leaders used student feedback to\u00a0identify\u00a0two priority areas for improving the academic outcomes of EL students and strengthening trust with LEP families:\u00a0equitable\u00a0access to resources at the elementary level and family engagement at the secondary level.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Survey results revealed inequities in access to learning tools and materials among elementary students. In 2023, 66% of EL students reported having access to a computer to complete schoolwork, compared to 92% of non-EL students. Similarly, 66% of EL students said they had the supplies they needed for school, while 84% of non-EL students reported the same. In response, the\u00a0District\u00a0focused on improving access to resources and academic materials for EL students during the 2024 school year.\u00a0These efforts led to notable gains in the 2024 survey: 95% of\u00a0EL\u00a0students reported having access to a computer for schoolwork, and 74% said they had the supplies they needed.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>At the secondary level, survey data highlighted gaps in family engagement. In 2023, 45% of EL students said their families attended school events, compared to 69% of non-EL students. To address this, school leaders introduced more inclusive communication practices, including translated materials and targeted outreach to LEP families.\u00a0By\u00a0the 2024 survey, 73% of EL students agreed that their family attends school-sponsored events, an encouraging increase that reflects progress toward stronger school-family partnerships.<\/p>\n<div class=\"div-spacer\"><\/div>\n<h2>California School District Explores\u00a0Perceptions\u00a0of\u00a0Academic\u00a0Experiences\u00a0among\u00a0LEP Students and Families<\/h2>\n<div class=\"div-minispacer\"><\/div>\n<p>In 2025, a school district in California partnered with Sogolytics to strengthen educational equity. To support that goal, district leaders and Sogolytics administered\u00a0a custom-designed\u00a0survey to gather the\u00a0perceptions\u00a0of families whose student(s)\u00a0participates\u00a0in their English Learner Program.\u00a0The survey focused on overall program satisfaction;\u00a0academic clarity;\u00a0transparency for grades, testing, and\u00a0program criteria; and family-school communication.\u00a0This initiative reflected the district\u2019s commitment to ensuring families of LEP students are not only participants, but true partners in the educational process.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<h3>Key Practices Implemented<\/h3>\n<div class=\"div-minispacer\"><\/div>\n<p><em>1) Using a\u00a0customized\u00a0survey for English Learner families<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Instead of using a school climate survey, the district administered a separate survey specifically for LEP families to ensure the questions were relevant to their experiences and\u00a0priorities.\u00a0This approach supports research suggesting that targeted, population-specific surveys can produce more actionable insights than general surveys when engaging multilingual communities (AIR, 2023).<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><em>2) Leveraging multiple communication channels to expand reach and build trust.\u00a0<\/em><\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Because trust and accessibility are key drivers of survey participation, the district used a multi-channel communication strategy to meet families where they already engage. Surveys were shared not only using Sogolytics\u2019 proprietary survey platform, but also through familiar district email\u00a0system, text messages, school newsletters, and campus-based outreach to ensure broader visibility and easier access.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>This aligns with research showing that consistent branding and repeated communication across trusted channels can significantly improve response rates among underrepresented groups (U.S. DOE, 2022; Pew Research Center, 2023). By combining intentional survey design with inclusive bilingual messaging across multiple platforms, the district elevated English Learner family voice and gained deeper insight into multilingual community needs.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<h3>Impact<\/h3>\n<p>The survey results strengthened understanding of English Learner (EL) programs, increased family satisfaction, and provided a clearer roadmap for continuous improvement grounded in authentic family feedback. Families shared strong appreciation for their school communities and the support provided to EL students. Most respondents (82%) said they feel satisfied or very satisfied with both the support their child receives and the support offered to families.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Families also reported\u00a0high levels\u00a0of student well-being and engagement. Nearly all respondents said their child experiences positive learning conditions at school: 94% reported their child feels joy at school, and 93% said their child has opportunities to be curious and explore\u00a0new ideas. Celebrating these strengths with staff and families is essential, not only to recognize\u00a0what\u2019s\u00a0going well, but also to build\u00a0the trust\u00a0and relationships that make it possible to take on bigger challenges together.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Additionally, results highlighted clear opportunities for improvement during the 2025\u20132026 school year, particularly around communication and transparency. Families expressed a desire for clearer information about key school processes,\u00a0including:\u00a0availability of supplemental supports, English curriculum and learning expectations, and reclassification protocols.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>For example, 22% of respondents did not feel their school had communicated with them about available supplemental supports, and 17% strongly disagreed or strongly disagreed that the school had communicated what their child is learning in English. To\u00a0improve these outcomes for next year, Sogolytics recommended schools focus on two-way, culturally responsive communication, to make sure families understand what English learning and support look like, what extra help (like tutoring, ELD, or after-school programs) is available, and how they can support their child\u2019s progress at home. Specifically recommending interventions such as further translation of materials, family liaisons, regular communication cycles, and family learning nights as great ways to make these connections even stronger.<\/p>\n<div class=\"div-spacer\"><\/div>\n<h2>How Feedback Leads to LEP Action<\/h2>\n<div class=\"div-minispacer\"><\/div>\n<p>Increasing multilingual and English Learner family participation in school surveys is more than a communication goal, it is a critical step toward building a district culture where every family is seen, heard, and valued. When districts invest in language access, trusted outreach, and sustained relationship-building, they\u00a0don\u2019t\u00a0just improve response\u00a0rates,\u00a0they improve the quality and representativeness of the data that guides decisions.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p>Most importantly, when families can clearly see how their feedback leads to action, trust deepens and engagement becomes ongoing, creating stronger partnerships that support student success and a more inclusive school community.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><b>Take the next step toward more inclusive, actionable feedback.<\/b>\u00a0Connect with\u00a0us\u00a0to\u00a0<a href=\"https:\/\/www.sogolytics.com\/managed-research\/\">learn how Sogolytics can support your research development<\/a>, survey, and communication goals.<\/p>\n<div class=\"div-minispacer\"><\/div>\n<p><script type=\"application\/ld+json\">\n{\n  \"@context\": \"https:\/\/schema.org\",\n  \"@type\": \"BlogPosting\",\n  \"mainEntityOfPage\": {\n    \"@type\": \"WebPage\",\n    \"@id\": \"https:\/\/www.sogolytics.com\/blog\/elevating-lep-voices\/\"\n  },\n  \"headline\": \"How Districts Are Elevating the Voices of Limited English Proficiency Community Members\",\n  \"description\": \"Case studies show how districts use inclusive surveys to elevate LEP student and family voices, strengthen trust, and drive equity-focused school improvement.\",\n  \"image\": \"https:\/\/cdn.sogolytics.com\/blog\/wp-content\/uploads\/2026\/01\/GettyImages-2030271532-1024x683.jpg\",  \n  \"author\": {\n    \"@type\": \"Person\",\n    \"name\": \"Lauren Gonzalez\",\n    \"url\": \"https:\/\/www.sogolytics.com\/blog\/author\/lgonzalez\/\"\n  },  \n  \"publisher\": {\n    \"@type\": \"Organization\",\n    \"name\": \"Sogolytics\",\n    \"logo\": {\n      \"@type\": \"ImageObject\",\n      \"url\": \"https:\/\/www.sogolytics.com\/wp-content\/uploads\/2025\/11\/Sogolytics-bgW-textB-2.png\"\n    }\n  },\n  \"datePublished\": \"2026-02-18\",\n  \"dateModified\": \"2026-03-12\"\n}\n<\/script><br \/>\n<script type=\"application\/ld+json\">\n{\n  \"@context\": \"https:\/\/schema.org\",\n  \"@type\": \"FAQPage\",\n  \"mainEntity\": [\n    {\n      \"@type\": \"Question\",\n      \"name\": \"How can school districts elevate the voices of LEP (Limited English Proficiency) families?\",\n      \"acceptedAnswer\": {\n        \"@type\": \"Answer\",\n        \"text\": \"Districts can elevate LEP voices by allocating sustainable funding for professional translations, hiring multilingual community liaisons, training staff on culturally responsive engagement, using bilingual outreach campaigns, and sharing survey results through bilingual infographics to demonstrate that feedback leads to real change.\"\n      }\n    },\n    {\n      \"@type\": \"Question\",\n      \"name\": \"What impact did multilingual outreach have on LEP family engagement in New York?\",\n      \"acceptedAnswer\": {\n        \"@type\": \"Answer\",\n        \"text\": \"A New York district using Sogolytics achieved notable gains after targeted multilingual outreach. Computer access among EL students rose from 66% to 95%, and family attendance at school events increased from 45% to 73% among EL students between 2023 and 2024 survey cycles.\"\n      }\n    },\n    {\n      \"@type\": \"Question\",\n      \"name\": \"How should districts report survey results back to LEP families?\",\n      \"acceptedAnswer\": {\n        \"@type\": \"Answer\",\n        \"text\": \"Districts should share survey results through bilingual infographics in accessible, visual formats distributed to schools, posted on district websites, and shared through social media. Transparent reporting builds trust and encourages future participation among multilingual families.\"\n      }\n    },\n    {\n      \"@type\": \"Question\",\n      \"name\": \"What did a California district discover from its English Learner family survey?\",\n      \"acceptedAnswer\": {\n        \"@type\": \"Answer\",\n        \"text\": \"82% of EL families reported satisfaction or very high satisfaction with student support. 94% said their child feels joy at school and 93% reported opportunities for curiosity. However, 22% felt their school had not communicated about available supplemental supports, revealing a clear opportunity to improve transparency in communication.\"\n      }\n    },\n    {\n      \"@type\": \"Question\",\n      \"name\": \"What classroom-level strategies help improve LEP survey participation?\",\n      \"acceptedAnswer\": {\n        \"@type\": \"Answer\",\n        \"text\": \"Teachers can improve LEP survey participation through personal invitations in the family's home language, class newsletters, parent-teacher conferences, family nights, and providing in-person help so families can complete surveys with support. Personal invitations are one of the most effective methods for increasing multilingual engagement.\"\n      }\n    }\n  ]\n}\n<\/script><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is the third in a series of three articles on the Limited English Proficiency for families in K12. Click here\u00a0if you want to read the first to learn why Limited English Proficiency is essential to K-12 schools. Inclusive survey practices are most powerful when families can see how their feedback leads to real change. Across the country, districts are using intentional multilingual engagement strategies not only to increase participation, but to strengthen trust, improve programs, and support student success. The following\u00a0recommendations and\u00a0case studies illustrate what inclusive data collection looks like in\u00a0practice, and\u00a0how\u00a0elevating the voices of\u00a0LEP\u00a0students and families\u00a0can drive\u00a0meaningful, equity-focused improvement. Recommendations: How Districts, Schools, and Classrooms Can Improve Participation Research shows that increasing participation among multilingual and LEP families\u00a0requires\u00a0a coordinated, district-wide strategy sustained over time and not just a few quick fixes or one-time changes. District-level recommendations District leaders can make the biggest impact by building multilingual engagement into strategic planning. This includes: Allocating sustainable funding for professional translations Hiring multilingual community liaisons Creating clear success measures, such as survey participation goals broken down by home language, to ensure accountability School-level recommendations School leaders\u00a0can increase participation by making communication more culturally and linguistically accessible. This includes: Training staff on engaging LEP communities Ensuring survey distribution is clear, consistent, and welcoming Using formats that respect families\u2019 time, literacy levels, and communication preferences Classroom-level recommendations Teachers and support staff play a powerful role in helping families feel invited and valued. Research and practice show that personal invitations are one of the [&hellip;]<\/p>\n","protected":false},"author":110,"featured_media":66171,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[800],"tags":[209,270,1151,1149],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.7.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Elevating LEP Voices in K-12 Districts - Part 3\/3 - Sogolytics<\/title>\n<meta name=\"description\" content=\"Case studies show how districts use inclusive surveys to elevate LEP student and family voices, strengthen trust, and drive equity-focused school improvement.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.sogolytics.com\/blog\/elevating-lep-voices\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Elevating LEP Voices in K-12 Districts - 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