Appendix B WMATA Language Assistance Plan …WMATA LANGUAGE ASSISTANCE PLAN 3 October 2011 –...

Appendix B

WMATA Language Assistance Plan 2011 - 2014

WMATA L A N G U A G E A S S I S T A N C E P L A N

1 October 2011 – October 2014

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Washington Metropolitan Area Transit Authority

October 2011 – October 2014



TABLE OF CONTENTS

I. Background...................................................... Error! Bookmark not defined. II. Identification of LEP Individuals in WMATA Service Area Who Need Language

Assistance ........................................................................................................5 III. Frequency of Contact by LEP Persons with WMATA’s Services ...................14 IV. Nature and Importance of Transit ...................................................................19 V. Available Resources & Costs of Providing Language Assistance Services...19 VI. Language Assistance Measures Employed by WMATA ................................20 VII. Language Assistance Initiatives 2008 - 2010 .................................................23 VIII. Efforts to Identify Additional Language Assistance Needs .............................37 IX. Language Assistance Initiatives 2011 - 2014 .................................................37 Appendix A –Language Needs and Abilities in the Nation’s Capital”, 2007, Brookings Institute Appendix B – List of Community Based Organizations Appendix C – List of Metro’s Vital Documents Appendix D – Metrobus Bilingual Announcements Appendix E – Title VI/Language Assistance Training for Station Managers Appendix F – Topic Guide for CBO Outreach Interviews Appendix G – Summary of CBO Meetings Appendix H -- Sample of Translated Materials



I . Background Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d et seq., provides that no person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program or activity that receives Federal financial assistance. The Supreme Court, in Lau v. Nichols, 414 U.S. 563 (1974), interpreted Title VI regulations promulgated by the former Department of Health, Education, and Welfare to hold that Title VI prohibits conduct that has a disproportionate effect on Limited English Proficient (LEP) persons because such conduct constitutes national origin discrimination. Executive Order 13166, “Improving Access to Services for Persons with Limited English Proficiency,” reprinted at 65 FR 50121, August 16, 2000 directs each Federal agency to examine the services it provides and develop and implement a system by which LEP persons can meaningfully access those services. Federal agencies were instructed to publish guidance for their respective recipients in order to assist them with their obligations to LEP persons under Title VI. The Executive Order states that recipients must take reasonable steps to ensure meaningful access to their programs and activities by LEP persons. President Bush affirmed his commitment to Executive Order 13166 through a memorandum issued on October 25, 2001 by Assistant Attorney General for Civil Rights, Ralph F. Boyd, Jr. Federal agencies were directed to provide guidance and technical assistance to recipients of Federal funds as to how they can provide meaningful access to Limited English Proficient users of Federal programs. The U.S. DOT published revised guidance for its recipients on December 14, 2005. This document states that Title VI and its implementing regulations require that DOT recipients take responsible steps to ensure meaningful access to the benefits, services, information, and other important portions of their programs and activities for individuals who are Limited English Proficient (LEP) and that recipients should use the DOT LEP Guidance to determine how best to comply with statutory and regulatory obligations to provide meaningful access to the benefits, services, information, and other important portions of their programs and activities for individuals who are LEP. The Federal Transit Administration (FTA) references the DOT LEP guidance in its Circular 4702.1A, “Title VI and Title VI-Dependent Guidelines for FTA Recipients,” which was published on April 13, 2007. Chapter IV part 4 of this Circular reiterates the requirement to take responsible steps to ensure meaningful access to benefits, services, and information for LEP persons and suggests that FTA recipients and subrecipients develop a language implementation plan consistent with the provisions of Section VII of the DOT LEP Guidance. The DOT LEP Guidance recommends that all recipients, especially those that serve large LEP populations, should develop an implementation plan to address the needs of the LEP populations they serve. The DOT LEP Guidance notes that effective implementation plans typically include the following five elements: 1) identifying LEP individuals who need language assistance; 2) providing language assistance measures; 3) training staff; 4) providing notice to LEP persons; and 5) monitoring and updating the plan.



Individuals, who have a limited ability to read, write, speak, or understand English are Limited English Proficient, or ‘‘LEP.” Transit agencies that provide language assistance to persons with Limited English Proficiency in a competent and effective manner will help ensure that their services are safe, reliable, convenient, and accessible to those persons. These efforts may attract riders who would otherwise be excluded from participating in the service because of language barriers and, ideally, will encourage riders to continue using the system after they are proficient in English and/or have more transportation options. Catering to LEP persons may also help increase and retain ridership among the agency’s broader immigrant communities in two important ways: 1) agencies that reach out to recent immigrant populations in order to conduct a needs assessment and prepare a language implementation plan (pursuant to the DOT LEP Guidance) will send a positive message to these persons that their business is valued; and 2) community outreach designed to identify appropriate language assistance measures can also assist the agency in identifying the transportation needs of immigrant and linguistically isolated populations and ensuring that an agency’s transit routes, hours and days of service, and other service parameters are responsive to the needs of these populations. Additionally, transit agencies that conduct outreach to LEP persons can increase their potential for recruiting bilingual employees to better serve the needs of the community. In summary, serving the needs of LEP persons is not only a good business decision; it fulfills the mission of the transit agency to serve the public. The Washington Metropolitan Area Transit Authority (WMATA) supports the goals of the DOT LEP Guidance to provide meaningful access to its services by LEP persons. WMATA has devoted significant resources to provide oral and written language assistance services to LEP individuals. WMATA first created its Title VI compliant Language Assistance Plan (LAP) in October 2007 which was approved by the Federal Transit Administration on November 3, 2007. This document provides WMATA’s 2011-2014 Language Assistance Plan and includes:

I. Identification of LEP Individuals in the WMATA Service Area Who Need Language Assistance (Updated information on the Four Factor Analysis required by FTA)

II. The Nature and Importance of Transit to LEP Individuals III. Available Resources and Costs of Providing Language Assistance Services IV. Language assistance measures employed by WMATA V. Status of efforts to implement the 2007 LAP

VI. Language initiatives planned for the next three years



I I . Ident i f i ca t ion o f LEP Ind iv idua ls in WMATA Serv ice Area Who Need Language Ass is tance

DOT Guidance: “There should be an assessment of the number or proportion of LEP individuals eligible to be served or encountered and the frequency of encounters pursuant to the first two factors in the four-factor analysis.

An assessment of the number or proportion of LEP individuals eligible to be served or encountered by WMATA and the frequency of encounters with WMATA is an important first step, because the Language Assistance Plan should be developed to meet the specific need. The assessment involves four steps:

Identify the proportion of LEP Persons in WMATA Service Area Determine the Frequency of Contact by LEP Persons with WMATA Services Determine the Nature and Importance of Transit Assess the Current Resources Available and the Costs to Provide Language Assistance

Services Number and Proportion of LEP Persons in the WMATA Service Area The U.S. Census’ American Community Survey (2005-2009) (“ACS5”) data release1 shows that the Washington, D.C. region reports that almost one million people or over 27 percent of the region’s population, 5 years and older, speaks a language other than English at home. Of these individuals, almost 400,000 or 11 percent of the overall population speak English less than “very well” and over 193,000 or almost 6% of the population speak English “not well” or “not at all”. Using ACS5 data, WMATA staff developed the following table, identifying the LEP speakers in the WMATA service area.

Person that Speak English Less than “Very Well” in the WMATA Service Area

Language Number Spanish or Spanish Creole 200,018 Chinese 29,594 Korean 28,885 Vietnamese 22,477 African Languages 21,983 French (including Patois, Cajun) 11,865 Persian/Farsi 7,971 Tagalog 7,652 Other Indian Languages 7.346 Other Asian Languages 6.453

1 The long form was eliminated from the 2010 Census. Information on language proficiency and income is now collected through the rolling American Community Survey. Some of the data on language proficiency is not available in the same format as was previously available in the 2000 Census. References to these differences will be made in this document where applicable.



Language Number Urdu 6,076 Russian 5,306 Portuguese or Portuguese Creole 4,047 Japanese 3,375 Thai 3,020 Hindi 2,830 Other Indo-European Languages 2,790 French Creole 2,541 German 2,508 Other Pacific Island Languages 1,820 Italian 1,792 Gujarati 1,633 Mon-Khmer, Cambodian 1,486 Greek 1,454 Laotian 1,021 Other Slavic Languages 900 Polish 795 Hebrew 558 Armenian 532 Other (all languages below 500 LEP speakers)

2,035

TOTAL 397,039

Source: ACS5 Census Bureau (2005-2009) Note: This table includes people that speak English “well”, “not well” and “not at all”, as the ACS5 data is broken out by individual languages into just two categories - those that speak English “very well” and those that speak English less than “very well”. In Metro’s 2007 Language Plan, the LEP population was defined as those that speak English “not well” or “not at all.” Maps on the following pages show ‘linguistically isolated households,2’ whose definitions are more consistent with the 2007 definition of LEP. In July 2009, using 2007 ACS Census data broken out by jurisdiction, the Brookings Institution published “Language Needs and Abilities in the Nation’s Capital, 2007”. This report, attached as Appendix A, describes the fast growth of LEP populations in the Washington metropolitan area between 2000 and 2007 and noted that more than half of the area’s LEP population is Spanish speaking. The report also noted that the Metropolitan Washington area has seen an increase in residents that speak a language other than English. More recently, Metro staff looked at the ACS five year data for 2005-2009. The LEP population as a percent of total population for each of the following jurisdictions served by WMATA is shown on the following chart: 2 Linguistically isolated households are defined as households where no person over the age of 14 speaks English ‘very well’ or ‘well.’



Note: ACS5 population totals will differ from Census 2010 totals, as the 2010 data is a more complete count of the national population. Using the categories of language contained in the ACS5 data, WMATA created maps to show the locations of “linguistically isolated” households in the service area. These maps are presented as Figures 1-4.

• Figure 1 – Linguistically Isolated Households (Total) in WMATA Service Area • Figure 2 – Linguistically Isolated Households (Spanish Speaking) in the WMATA Service

Area • Figure 3 – Linguistically Isolated Households (Indo-European languages) in the WMATA

Service Area • Figure 4 – Linguistically Isolated Households (Asian-Pacific Islander languages) in the

WMATA Service Area

Jurisdiction Total LEP % of Population % of LEP

DC 552,624 474,092 12,524 2.3% 6%Arlington 193,421 136,360 9,663 5.0% 5%Fairfax 938,003 620,046 63,505 6.8% 33%Alexandria 130,673 91,640 8,409 6.4% 4%Falls Church 10,573 8,515 215 2.0% 0%Fairfax City 21,940 15,195 1,429 6.5% 1%Montgomery 877,824 563,419 61,835 7.0% 32%Pr George's 774,191 627,947 35,703 4.6% 18%TOTAL 3,499,249 2,537,214 193,283 5.5% 100%

Source: ACS5 - 2005-2009

LEP - Speak English less than " well"Speak Only English



Figure 1 – Map of Linguistically Isolated Households in the WMATA Service Area



Figure 2 – Map of Linguistically Isolated Households: Spanish in the WMATA Service Area



Figure 3 – Map of Linguistically Isolated Households: Indo-European languages in the WMATA Service Area

Note: Due to the much smaller number of households represented in this data, the scale on the legend is at a much lower level.



Figure 4 – Map of Linguistically Isolated Households: Asian-Pacific Islander languages in the WMATA Service Area

Note: Due to the much smaller number of households represented in this data, the scale on the legend is at a much lower level.



The following points summarize the findings of the assessment of the number and proportion of LEP persons in the WMATA Service Area:

• Almost 862,000 persons, over 24 percent of the Washington region, are foreign born.

• Twenty-seven percent of the region’s population speaks a language other than English at home, eleven percent of which speak English less than “very well” and almost six percent of which speak English less than “well”. (Source: ACS 5)

• In the WMATA service area, Arlington, VA; Alexandria VA; Fairfax County, VA; Fairfax City, VA and Montgomery County, MD have LEP populations exceeding five (5%) percent. Notably Fairfax County, Virginia and Montgomery County, Maryland have the highest percentage of persons with limited English proficiency. (Source: ACS5)

• Of the languages other than English spoken by population in the region, the following are most prevalent and appear to be growing: (Source: ACS5)

Language

Number Speaking English Less

than “Very Well”

Percent

Spanish 200,018 50% Chinese 29,594 7% Korean 28,885 7% Vietnamese 22,477 6% African Languages 21,983 6% French 11,865 3% Persian/Farsi 7,971 2%

• People that speak English less than “very well” use twenty-six additional languages where

the number of those for each language exceeds 1,000 persons. (Source: ACS5)



I I I . Frequency o f Contact by LEP Persons wi th WMATA’s Serv ices DOT Guidance: “Recipients should assess, as accurately as possible, the frequency with which they have or should have contact with LEP individuals from different language groups seeking assistance, as the more frequent the contact, the more likely enhanced language services will be needed. The steps that are reasonable for a recipient that serves an LEP person on a one-time basis will be very different than those expected from a recipient that serves LEP persons daily. WMATA does not currently collect data from its riders on their level of English proficiency. In the future, WMATA will attempt to capture this specific data. For purposes of this assessment, the following data sources were used to estimate the frequency of encounters by LEP persons with WMATA services. These sources are:

• WMATA Call Center Data • WMATA Website Data • Rail Passenger Survey Data • Bus Ridership Survey Data • MetroAccess Monthly Operations Report • Census Data on Transit Ridership by LEP Persons

Call Center – Requests for Interpretation - During 2010, the Call Center received an average of 2900 calls monthly requesting a Spanish-speaking customer service representative. WMATA employs bilingual customer service representatives in its Call Center. Metro’s Office of Customer Service has six bilingual (Spanish) on staff and four full-time multilingual Customer Relations Specialists (2 Hindi, 1 Amharic/Ethiopian and 1 Spanish/French) and 1 Customer Service Manager (Spanish). The Call Center handles nearly 500,000 calls per month. The frequency of encounter by the WMATA Call Center of persons that require language assistance (either with the interpretation line or bilingual staff member) is approximately 0.6 percent of all calls. Spanish represented over 95% of the requests for interpretation. Website Data Translations – WMATA’s website (www.wmata.com) received an average of 17 million “hits” or visits per month from 2008 - 2010. Of those, an average of 9,820 pages per month was translated into six other languages using a machine translation service under contract to WMATA. During this period, the translations, ranked by language averaged:

Translation Monthly Average English to Chinese 1,837 English to Spanish 1,806

English to Japanese 1,727 English to Korean 1,552 English to French 1,514 English to German 1,384

Based on the total volume of visits to WMATA’s website, the translation requests amounted to less than one percent of all visits.



Downloads of the Translated Metro Pocket Guide – In addition to the machine translator on WMATA’s website, customers can obtain copies of the Metro Pocket Guide which is available in eleven languages. These documents are “pdf” files and are not machine translated. The following shows the download requests from January 2010 to August 2011. Approximately 69 percent of the download requests were for guides in languages other than English:

Language

Number of Downloads

Percent of Downloads

English 65 31% German 85 40% Korean 33 15% Spanish 22 10% Italian 4 2%

Chinese 2 1% French 1 .5%

Japanese 1 .5% Rail Passenger Survey – Utilizing data from Metro’s 2007 Rail Passenger survey, which provides ridership by jurisdiction, estimates of LEP encounters were made by determining rail ridership for the general population in each jurisdiction and next, applying the percent of LEP population in that jurisdiction, to determine the potential LEP persons that would ride Metrorail by jurisdiction. Additionally, according to 2000 Census data, LEP persons are half as likely as the general population to ride rail transit. The calculations in the table below show that an estimated 7,700 LEP persons are likely to ride Metrorail each day. This represents approximately 2.4% of all persons that ride Metrorail as shown below: Area Pop. & Rail

Ridership

LEP Rail Riders Jurisdiction

Census 2010

2007 Survey-All Trips

% 2010 Population

All Riders*

LEP%

LEP #

LEP Riders**

Percent of Total

District of Columbia 601,723 192,503 16.00% 96,252 2.3% 2,214 1,107 1.2% Arlington 207,627 64,052 15.42% 32,026 5.0% 1,601 801 2.5% Alexandria 139,966 30,325 10.83% 15,163 6.4% 970 485 3.2% Fairfax 1,004,461 91,152 4.54% 45,576 6.8% 3,099 1,550 3.4% City of Fairfax 22,565 2,393 5.30% 1,197 6.5% 78 39 3.3% City of Falls Church 12,332 2,818 11.43% 1,409 2.0% 28 14 1.0% Montgomery 971,777 132,544 6.82% 66,272 7.0% 4,639 2,320 3.5% Prince George’s 863,420 117,312 6.79% 58,656 4.6% 2,698 1,349 2.3% Totals 3,901,136 633,099 8.11% 316,550 5.5% 15,328 7,664 2.4% LEP is defined as speaking English “not well” or “not at all” * Riders are ½ of 2007 Metrorail Survey to account for round trips.

**LEP population rides rail ½ of rate of general population Metrobus Survey - Metrobus ridership from the 2008 passenger survey by area, (DC, Montgomery and Prince George’s Counties in Maryland, and Virginia) were utilized as the base data to determine LEP persons that ride Metrobus. During this survey effort, 718 Metrobus passenger surveys were filled out in Spanish which is estimated to represent about 12,771 passengers. Estimates of LEP encounters were then made by determining bus ridership for the general population in each jurisdiction and next, applying the percent of LEP population in that jurisdiction, to determine the



potential LEP persons that would ride Metrobus by jurisdiction. Additionally, according to the 2000 Census, LEP persons are three times as likely as the general population to ride bus transit. The calculations in the table below show that an estimated 27,000 LEP persons are likely to ride Metrobus each day. This represents approximately six percent of all bus riders. Area Pop. & Bus

Ridership

LEP Bus Riders Jurisdiction

Census 2010

2008 Ridership

% 2010 Population

All Riders*

LEP%

LEP #

LEP Riders**

Percent of Total

District of Columbia 601,723 223,851 18.60% 111,926 2.3% 2,574 7,723 3.5% Arlington 207,627 24,019 5.78% 12,010 5.0% 600 1,801 7.5% Alexandria 139,966 13,614 4.86% 6.807 6.4% 436 1,307 9.6% Fairfax 1,004,461 32,102 1.60% 16,051 6.8% 1,091 3.274 10.2% City of Fairfax 22,565 892 1.98% 446 6.5% 29 87 9.8% City of Falls Church 12,332 1,001 4.06% 501 2.0% 10 30 3.0% Montgomery 971,777 59,233 3.05% 29,617 7.0% 2,073 6,219 10.5% Prince George’s 863,420 91,582 5.30% 45,791 4.6% 2,106 6,319 6.9% Totals 3,901,136 446,295 5.83% 227,348 5.5% 8,920 26,761 6.0% LEP is defined as speaking English “not well” or “not at all” * Riders are ½ of ridership to account for round trips.

**LEP population rides at three times the rate of the general population MetroAccess Ridership MetroAccess management and staff report that contact with LEP persons is infrequent. To service the Spanish-speaking public who visit the Accessibility Office, there is one Spanish-speaking representative. In addition, MetroAccess relies on members of Metro’s Language Resource Team to serve LEP customers. The jurisdiction of residence of MetroAccess customers in 2011 was used to estimate the possible number of LEP persons that use MetroAccess. Using average daily ridership on MetroAccess (FY11 through June), these figures were used to estimate that 177 LEP persons are likely to ride MetroAccess each day.

Jurisdiction

MetroAccess Customers

LEP % by Jurisdiction *

Riders with Limited English Proficiency

LEP Daily Riders (Estimated)**

District of Columbia 9,060 2.3% 208 30 Arlington 1,191 5.0% 60 9 Alexandria 322 6.4% 21 3 Fairfax County 2,626 6.8% 179 26 City of Fairfax 86 6.5% 6 1 City of Falls Church 27 2.0% 1 0 Montgomery County 5,380 7.0% 377 54 Prince George’s Co. 8,387 4.6% 386 55 Totals 27,079 5.5% 1,236 177

LEP is defined as speaking English “not well” or “not at all ** FY11 (through June) average weekday MetroAccess ridership (7,763). Average daily riders (trips divided by 2) is estimated at 3,882.



The following points summarize the findings of the assessment of the frequency of contact by LEP persons with WMATA services:

• Less than 1 percent of all calls to WMATA’s Call Center or visits to WMATA websites involve use of language assistance services.

• Approximately 69 percent of Pocket Guide downloads from the website are translated into languages other than English.

• Utilizing ridership data for Metrobus, MetroAccess, and Metrorail and applying proportions of general population riders in each jurisdiction to the proportion of LEP persons in those jurisdictions, the following estimates of LEP persons that utilize Metro services are:

- Metrorail – 7,700 daily LEP riders, approximately 2.4 percent of all riders - Metrobus – 26,800 daily LEP riders, or 6 percent of all riders - MetroAccess - 177 daily LEP riders

The areas with the highest concentrations of LEP persons in the WMATA service area are Fairfax County, Virginia and Montgomery County, Maryland. As shown above, the majority of the LEP encounters with WMATA occur on Metrobus. Accordingly, WMATA resources for language assistance are focused more heavily on Metrobus activities.

IV . Nature and Impor tance o f Trans i t While public transit is not an essential service, as are police, fire and medical emergency services, public transit is a key means of achieving mobility for many LEP persons. According to the 2000 Census, nationally, more than eleven percent of LEP persons aged 16 years and over reported use of public transit as their primary means of transportation to work, compared with about four percent of English speakers. Recent immigrants to the United States (including those persons who may not be limited English proficient) use public transit at higher rates than native-born adults. However, public transit use among recent immigrants decreases with length of residence in the United States. Many immigrants desire to switch from public transit to automobile use because personal vehicles are a symbol of assimilation and cars can provide greater mobility or access to economic and social opportunities that are beyond a transit system’s service area. Recent immigrants might elect to continue using public transit for at least a portion of their trips if their experience with public transit is positive. For transit agencies seeking to increase their “choice riders,” it may be easier to retain riders who have past, positive impressions of the system than to attract those persons who have never or rarely used transit. Catering to LEP persons may help to increase and retain ridership among WMATA’s immigrant communities.

V . Avai lab le Resources and Costs o f Prov id ing Language Ass is tance Serv ices

WMATA is committed to assuring that resources are used to reduce the barriers that limit access to its information and services by LEP persons. To date, WMATA has expended significant funds on language services.



Since 2008, Metro estimates that it has spent $350,000 on language assistance activities, including:

• Human Translation of wmata.com (initial conversion and ongoing maintenance) • Translation of Vital Documents • Media Advertising in Alternative Languages • Language Resource Team Training and Certification • Staffing in the Office of Civil Rights • Language Interpretation Line • Training Materials

This estimate does not include the costs associated with recruiting bilingual staff in frontline positions. WMATA will continue to expend a reasonable portion of its budgetary dollars to meet compliance goals and fulfill the provisions of the language assistance plan.

VI . Language Ass is tance Measures Employed by WMATA DOT Guidance: “An effective LEP plan would likely include information about the ways in which language assistance will be provided. The Washington Metropolitan Area Transit Authority (WMATA) supports the goals of the DOT LEP Guidance to provide meaningful access to its services by LEP persons. WMATA currently offers a number of language assistance services, including, but not limited to:

Oral Translations • LEP customers who call the Metro Service Call Center have direct access to bilingual

customer service representatives and can be connected to a telephonic interpretation service with linguists who speak over 200 languages.

• Metro has a Language Resource Team comprised of bilingual and multilingual represented and non-represented employees. The 22 members of the team are called upon to volunteer their time and act as interpreters for Metro at special events, public meetings and public hearings. Additionally, team members assist with the translation of simple documents, record bilingual public announcements or assist in emergency situations where bilingual communication is required.

• WMATA has produced a “How to Ride Metro” video/DVD in English and four other languages: Spanish, Vietnamese, Korean, and Japanese. These are posted on the WMATA website and also distributed as DVDs to community-based organizations (CBOs) that serve low income, minority and LEP populations.

• Selected Metrorail system-wide announcements are made in English and Spanish. The majority of Metrobus announcements are made in English and Spanish.

• Front line staff uses visual translation cards and other tools to communicate with individuals with limited English proficiency.



• Metrobus operators are supplied with tear-off sheets to hand to patrons to provide the information in seven languages on how customers can contact the call center for information.

• BrowseAloud software was integrated into Metro’s website to address difficulties people with literacy and visual impairments may encounter when attempting to read large amounts of small text on screen. BrowseAloud makes using the Internet easier for people who have low literacy and reading skills, English as a second language, dyslexia and mild visual impairments.

Written Translations • Materials critical for accessing and using WMATA’s services and receiving transit benefits

have been translated over the past three years. Various documents have been identified as “vital” and translated into the regularly encountered languages in the region.

• Metro Pocket Guides are available in the following eleven languages: Arabic, Chinese, English, French, German, Italian, Japanese, Korean, Portuguese, Spanish and Vietnamese. The Guides can be found at Metro offices, rail station kiosks, Metrobus and can be downloaded from the WMATA website.

• All Metrobus timetables are produced in English/Spanish bilingual versions and are available on the WMATA website and at some bus stops.

Public Outreach and Communications • Metro provides written notification, in seven languages (Spanish, Korean, Vietnamese,

Chinese, French, Arabic and Amharic), that language assistance services are available, upon request, free of charge. This notification also describes the patron’s Title VI rights and Metro’s Title VI complaint process.

• Metro engages in interdepartmental efforts aimed at securing participation from the LEP community as it relates to proposed service adjustments, fare changes, and other opportunities for public feedback. Bilingual Metro staff works directly with the ethnic media to provide Metro information to their readers, listeners, and viewers.

• WMATA places bilingual language signage in selected Metrorail and Metrobus locations, as appropriate, for specific events and to announce construction or other situations important to customer safety.

• Metro’s Office of Civil Rights (CIVR) periodically meets with and solicits feedback on its language initiatives from the LEP community, the National Capital Region Transportation Planning Board (TPB) Access For All (AFA) Committee’s Subcommittee on Transit Information for Limited English Proficiency (LEP), and WMATA’s Rider’s Advisory Council (RAC).

Training Initiatives • Metro has an extensive training program staff for front-line employees covering Title VI,

language assistance, and cultural sensitivity. The training has been delivered to all Metrorail station managers, new Metrobus operators, operations supervisors, commanders in Metro Transit Police, and customer service representatives.



• Metro is launching a computer based training (CBT) program to teach transit-based functional (occupational) Spanish to front-line employees.

Monitoring • CIVR provides ongoing monitoring of LEP services and implements or recommends

correction as needed. • CIVR has worked with various departments to track the number and nature of LEP contacts

with Metro. • Metro solicits ongoing feedback from CBOs, the D.C. Language Access Coalition (DCLAC),

Local Government Language Access Coordinators (LGLAC), Transportation Planning Board Access for All Advisory Committee (AFA) and the Rider’s Advisory Committee (RAC) on success of language ventures and potential for new initiatives.



VI I . Language Ass is tance In i t ia t ives: 2008-2010 DOT Guidance: “An effective LEP plan would likely include information about the ways in which language assistance will be provided. The Washington Metropolitan Area Transit Authority created a Title VI compliant Language Assistance Plan in October 2007 which was approved by the Federal Transit Administration on November 3, 2007. Demographic analyses of the WMATA service area conducted as part of this plan indicated that over 800,000 people or 21% of the total population residing within the Washington Metropolitan Area were foreign born and approximately 10% of the total population spoke English less than “very well”. The analyses also identified Spanish, Korean, Vietnamese, Chinese and French as the top 5 languages utilized by the Limited English Proficient (LEP) population with Spanish being spoken by more than half of the entire LEP population. This information helped tailor the specific type of language assistance WMATA provided its LEP ridership during the reporting period. The following report provides the status of WMATA’s language assistance plan initiatives established to address potential access barriers faced by LEP customers.

Written Language Assistance to Patrons with Limited English Proficiency WMATA’s Multilingual Website Many of WMATA’s website pages can be viewed in the top 5 languages utilized by the LEP population in the DC area; however these translations were largely automatically generated by a software program known as Systran. In response to comments from individuals and groups with limited English proficiency that some of the machine translations on Metro’s web site were awkward, and at times misrepresented names and idiomatic expressions, Metro procured MotionPoint to language-enable wmata.com. In May 2011, Metro enhanced its Web site with translations of critical pages in five languages, Spanish, French, Chinese, Korean and Vietnamese. These translations were performed by skilled linguists rather than machine, and are more accurate and user-friendly

than the corresponding machine translations. Metro’s homepage features a link to select a language. Most of the homepage has been translated, including the pages that are most critical for accessing the system. The site’s most popular pages, such as the Trip Planner, and the Getting Around and Fares section feature the new, human translations. Other less critical pages still utilize machine translations.



Upon introduction of the improved multilingual website, over 100 community based organizations “CBO” (see Appendix B for CBO listing) were notified by a press release translated in Spanish, Korean, Vietnamese, Chinese and French. The English and Vietnamese versions of the press release are shown in the Appendix of Translated Materials. In July 2009, Metro integrated BrowseAloud software into its web site to address difficulties people with literacy and visual impairments may encounter when attempting to read large amounts of small text on screen. BrowseAloud makes using the Internet easier for people who have:

• Low literacy and reading skills • English as a second language • Dyslexia • Mild visual impairments

BrowseAloud is free to the user and once installed on their computer, text is read by simply hovering the cursor over a selection of text. BrowseAloud highlights the words and reads them out loud, a benefit for limited English speakers who understand but cannot read English. During the past year, Metro’s BrowseAloud launching page was viewed 4,891 times and there were an average of 17 downloads per day. Vital Documents According to LEP.gov, the Website of the Federal Interagency Working Group on Limited English Proficiency, “It is important to ensure that written materials routinely provided in English also are provided in regularly encountered languages other than English. It is particularly important to ensure that vital documents are translated into the non-English language of each regularly encountered LEP group eligible to be served or likely to be affected by the program or activity. A document will be considered vital if it contains information that is critical for obtaining federal services and/or benefits, or is required by law.” A great number of written materials have been translated by Metro over the past three years. Below is a list of some of the vital documents identified and translated. A sampling of the vital documents that have been translated can be found in the Appendix of Translated Materials. Appendix C is a list of Metro’s Vital Documents.

1. Metro Guide to Planning Your Alternate Route Home (translated into Spanish, Vietnamese, and Korean): provides information on how to plan an alternate route home in case of an emergency that affects Metrorail service in downtown Washington, DC.

2. Your Guide to Metrobus Safety (translated into Spanish, Vietnamese, and Korean): provides information on safety features, emergency procedures, and suspicious packages or activity on Metrobus.



3. Your Guide to Metrorail Safety (translated into Spanish, Vietnamese, and Korean): provides information on safety features, emergency procedures, and suspicious packages or activity on Metrorail. The above three vital documents were distributed in electronic and hard copy to over 100 community based organizations and can be found on Metro’s website under Emergency Preparedness. In September 2010 during National Emergency Preparedness Month, Metro’s Safety Department conducted outreach meetings at various Metro locations and disseminated the translated multilingual brochures.

4. SmarTrip Card Senior Exchange Notification (translated into Spanish, French, Korean, Vietnamese and Chinese): Many seniors received a SmarTrip card for free at the time Metro eliminated paper transfers. However, the regular card did not take into account discounted fares. This notification enabled seniors to exchange the regular SmarTrip card for a senior or disabled card for free.

5. Notification of Major Track Work As Metro

accelerates its efforts to improve safety and return the system to a state of good repair, it has been necessary to conduct major weekend track work that involves temporarily closing individual stations or clusters of stations and substituting buses for rail service. In order to inform Metro’s limited English proficient customers of the impact of the track work on access to service, special notifications are provided to over 100 community based organizations. Some of the notices are translated into Spanish such as the example shown here.

6. The Application for MetroAccess Door-to-door Paratransit Service For People with Disabilities and the Reduced Fare Application are considered vital documents and both available in Spanish.

Inclusive Public Involvement Metro sought to ensure meaningful access to programs and activities for those with limited English speaking ability by developing a number of comprehensive interdepartmental initiatives that aimed to engage and recruit participation from the LEP community as it relates to service adjustments and enhancements. Beyond merely translating information into various languages, these initiatives required a specialized and coordinated approach by several departments within WMATA to reach out to these communities to ensure information is effectively communicated and input/participation is received at representative level. Below is a sample of the types of initiatives spearheaded by WMATA:



1. Elimination of Paper Transfers: After January 4, 2009, Metro eliminated the use of paper transfers. Prior to taking this action, Metro staff initiated contact with the most transit-dependent groups of the rider population: those who are served by social service agencies throughout the region. In early September, staff began to communicate with these key stakeholders to advise them of the coming change and to discuss collectively ways to mitigate the impact on their clients. In January 2008, the Board authorized the distribution of 50,000 SmarTrip® cards to social service agencies in the region. All of those cards were distributed by Metro to the agencies.

An aggressive marketing and communications effort to educate the public about the elimination of paper transfers was implemented. The marketing effort included: bilingual audio announcements in Spanish and English on 100% of buses; bilingual ads in Spanish and English in the rail system, and on the interiors and exteriors of buses; "Take One" brochures in Spanish and English that describe the elimination of paper transfers and that illustrated how to purchase SmarTrip® and how to use SmarTrip®.

The Metro multilingual website was also an important avenue to communicating messages. Staff supplemented the website with even more specific information and with features for non-English speakers. For example, downloadable podcast audio recordings in seven languages (Spanish, Korean, Vietnamese, Chinese, French, Arabic, and Amharic) were developed, distributed to social service agencies and community based organizations and posted online as a resource for customers who are limited English proficient.

The notice of the elimination of paper transfers were also advertised in the Express, the Examiner, the City Paper, the Washington Hispanic, the El Tiempo, the Catholic Standard, Boat People SOS, Korean Daily Newspaper, Zethiopia, and El Pregonero.

2. Invitation to the Fort Totten Metro Station Area Urban Land Institute Technical Assistance

Panel: On March 11 and 12, 2009, Metro hosted a community roundtable discussion of potential development opportunities on Metro’s property at Fort Totten and ways to better connect the station area to the surrounding neighborhoods. Given the significant size of the LEP and low-income population served by this station, Metro made a concerted effort to recruit the participation of this community for the event through translating meeting announcements and providing interpretation services during the roundtable discussions.

3. Passes on SmarTrip® Pilot: In August 2010, Metro solicited volunteers from low-income,

minority, and limited English populations to participate in a SmarTrip® pilot program. Eligibility for participation included patrons who used Metrorail and/or Metrobus or other regional transit providers and who possessed a registered SmarTrip® card. The purpose of the pilot was to test the application of weekly bus passes as a fare medium on the SmarTrip®® card. Incentives were offered for participation.



4. Elimination of the Paper Weekly Bus Pass: Saturday, January 29, 2011 was the last day that Metro sold paper weekly bus passes. The new fare media, the Seven-Day Bus Pass, can now be loaded directly onto the SmarTrip® card. Bus passes on SmarTrip® are valid for seven consecutive days of unlimited travel on regular Metrobus and regional bus routes, including ART, DASH, DC Circulator, CUE, Fairfax Connector, Ride On and TheBus and is activated the first day a customer uses the pass and will be valid for seven consecutive days. To ensure this information reached the low-income, minority and LEP populations, Metro hosted two SmarTrip® orientation sessions targeting staff and clients of social service agencies and CBOs who work with Metro customers that typically use paper weekly bus passes to assist them in adapting to the new fare media and to answer questions and concerns. As a mitigation of the impact of the change, Metro made available 5,000 free SmarTrip® cards to social service agencies in Metro’s jurisdictions. The orientation took place on Friday, January 21, 2011. Outreach to inform the public of this change was extensive. Bilingual ads in Spanish and English were placed in the rail system and on the interiors of buses; "Take One" brochures in Spanish and English that described the elimination of paper weekly bus passes were disseminated systemwide and sent to social service agencies and CBOs. Metro’s multilingual website was also an important avenue to communicating the message. Advertisements were placed in ethnic press.

5. Notice of Customer Information Telephone Number & Language Assistance: The DOT Guidance specifies, “Once an agency has decided, based on the four factors, that it will provide language services, it is important that the recipient notify LEP persons of services available free of charge (emphasis added). Recipients should provide this notice in languages LEP persons would understand.” WMATA designed bus placards publishing the telephone number for customer information in the top seven languages in the region. The customer information center uses Metro’s language interpreter service which enables customer representatives to talk with patrons who speak over 200 languages. Metrobus operators were also supplied with tear-off sheets providing the same information which can be handed to a patron.

Bus Placard



Tear-Off Sheet for Metrobus Operators

6. Notice of Title VI Rights: Metro has developed an Information Brochure for the public in six languages that provide the following information:

a. Discrimination prohibited by Title VI, b. Metro’s Title VI Policy Statement, c. Metro’s Limited English Proficiency Policy Statement, and d. Who May File and Title VI Complaint and the Process to file a complaint.

The Take One is a condensed version of the Information Brochure. It is displayed at Metrorail stations by the station manager kiosk and on Metrobus. Along with the Information Brochure, it has been disseminated on several occasions to CIVR’s listserv of over 100 community based organizations, social service agencies, and other programs that serve the Limited English proficient, low income,



and minority populations in the region. The brochure and Take Ones were resdesigned in August 2011.

7. Metro Maps: All Metrobus schedules are translated into Spanish. In addition, the Office of

Civil Rights has worked closely with the Office of Bus Planning to ensure that new systemwide maps have translated information and the telephone number for the customer information line which utilizes the telephone interpretation line. An example of a map with translated information is shown in the appendices.

8. Metrobus Studies and Evaluations: Metro has engaged a variety of public transit stakeholders in the jurisdictions it serves within the states of Maryland, Virginia and the District of Columbia to study and make improvements to the region’s most heavily used bus lines. This process is led by the Office of Bus Planning and relies heavily on public input to identify areas of improvement and suggest recommendations to enhance the quality of services provided by Metrobus along the selected routes. The Office of Civil Rights is represented on each Project Management Team led by the Office of Bus Planning to ensure comprehensive efforts are undertaken to engage impacted Limited English Proficient, Minority and Low-Income communities in this process. While each study requires a tailored public involvement approach specific to the population served by the particular bus line being studied, the outreach to the limited English, minority and low-income population affected usually includes the following components: Analysis of previous bus line surveys and Census data to identify languages spoken by the impacted LEP communities; translation of community meeting announcements and related public material in the appropriate languages; partnering with our network of over 100 community based organization to distribute community meeting announcements and materials; translation of surveys and other tools used to capture public feedback; and provision of oral interpretation services during meetings and related events. To ensure the public was continuously updated on the progress of each of Metro’s bus line studies and evaluations, a website was created that provided a central access point for information concerning each corridor studied. This website was translated into Spanish, (the language spoken by over half our LEP ridership) as shown above.



9. Surveys: In an effort to gauge customer satisfaction of its transit services and obtain recommendations from the public on how to improve the quality and delivery of these

services, WMATA’s Office of Customer Research is tasked with designing surveys and other tools that allow it to analyze customer behavior as well as trends in the demand and preferences of its customers. The Office of Civil Rights (CIVR) works very closely with the Office of Customer Research in ensuring survey methodologies, distribution plans and the survey instruments themselves allow for a representative sampling of the socio-economic, cultural and linguistic diversity present in its service area. During WMATA’s 2011 Metrobus/Metrorail Transit Fares and Services Study for example, largely based on CIVR recommendations, bus lines and metro stations serving a significant LEP population were included in the list of locations targeted as survey collection points. The survey instruments were translated into Spanish as

seen here and bilingual surveyors were utilized to assist LEP speakers complete the surveys. In the case of agency-wide ridership surveys such as the 2008 Metrobus Passenger Survey, WMATA includes questions that allow for an adequate collection of usable demographic data from the bus ridership. When conducting smaller research activities as in the case of the use of focus groups, the Office of Customer Research ensures it receives a representative sample of participants consistent with the demographics of the service area. This was accomplished in both the 2011 Metrorail Map Redesign focus group and the 7000 Car Seat focus group.

Oral Language Assistance to Patrons with Limited English Proficiency Customer Service and Information Metro’s Office of Customer Service has five (5) full time and one (1) part time bilingual Customer Information Specialists on staff and one (1) full time multilingual Customer Service Specialist. WMATA’s Language Resource Team As part of Metro’s Title VI compliance efforts, the Office of Civil Rights established a volunteer Language Resource Team comprised of bilingual and multilingual represented and non-represented employees. Employee participation was solicited via the survey instrument shown here. Self assessments that indicate language proficiency of (3) or better were eligible to participate in language assessment and proficiency testing to assess their ability to communicate effectively in English, their ability to transmit a message effectively from English into the target (non-English) language, their knowledge of common general vocabulary needed for interaction in a transit setting



and finally, their ability to interpret and relay statements consecutively – from one language into another – in a grammatically correct manner. A score of 80% or higher was required to qualify for interpreter’s and translation training customized for Metro’s transit terminology. CIVR worked closely with Northern Virginia Area Health Education Center to design the training and certification program which included 40-hour Interpreting in Community Settings and 24-hour Introduction to the Art of Translation. A graduation celebration was conducted on Wednesday, July 21, 2010 for the 22 employees who successfully completed the program. The 22 members of the Language Resource Team are called upon to volunteer their time and act as interpreters for Metro at special events, public meetings and public hearings. Additionally, team members are asked to assist with the translation of simple documents, record bilingual public announcements or assist in emergency situations where bilingual communication is required. Individuals of the group are fluent in languages as diverse as Spanish, Mandarin, Cantonese, Korean, Arabic, Hindi, French, Tamil, Malayalam and Vietnamese. Automated Announcements on Metrobus in Spanish Working with the Department of Customer Services, Communication and Marketing, CIVR has recorded Metrobus announcements in Spanish that address several important categories: Notification (for detours or special scheduling); Rider Direction, Safety and Regulation Themes, Study Initiative Announcements (related to the line); and Promotion Announcements. This is an ongoing activity. In the Appendix D is an example of the ongoing Metrobus Announcement Schedule.

Staff Training and Orientation

The DOT guidance states that staff members should know their obligations to provide meaningful access to information and services for LEP persons, and all employees in public contact positions should be properly trained.” An effective LEP plan would likely include training to ensure that:

• Staff knows about LEP policies and procedures. • Staff having contact with the public (or those in a recipient’s custody) is trained to work

effectively with in-person and telephone interpreters.

Title VI and Language Assistance Plan Training for Frontline Staff During the Title VI plan years, the Office of Civil Rights developed a mandatory training program for frontline employees and their managers and supervisors. The content of the training includes



Metro’s responsibilities under the DOT LEP guidance, a summary of Metro’s language assistance plan, a summary of the number and proportion of LEP persons in WMATA’s service area, the frequency of contact between the LEP population and WMATA’s programs and activities, a description of the type of language assistance that WMATA is currently providing and instructions on how WMATA staff can access these products and services; and a module on cultural sensitivity. “Breaking Down the Language Barrier: Translating Limited English Proficiency into Practice” is used in the training programs. The training was customized for station managers, bus operators, customer service, and Metro Transit Police. A copy of the training program for station managers is included in Appendix E.

During the 2010 recertification of station managers, over 400 station managers were trained on Title VI and Metro’s language assistance plan. Similarly, since September 2009 approximately 450 new Metrobus operators have been trained. CIVR conducted four classes on Title VI and language assistance for Metro Transit Police sergeants, captains, deputy chiefs, and the Chief of Police, ultimately providing instruction to a total of 76 officials within the Metro Transit Police Department. Also, refresher Title VI training was conducted for the customer service staff. Title VI / Language Assistance Plan training is ongoing and has become a regular part of the curriculum for the frontline staff.

Transit Occupational Spanish for Frontline Staff Metro is continuing to teach basic Spanish to frontline employees who are interested in learning how to communicate better with a growing number of Spanish-speaking customers. A total of 14 employees: 6 bus operators, 4 station managers and 4 operations supervisors took a two-hour class three times a week from June 2 to 25, 2009. Employees participating in the training learned how to greet customers in Spanish and share information about the Metro transit system, including fares, colors of Metrorail lines, Metrobus route numbers, directions and system and medical emergency information. The employees represented heavily populated Spanish speaking customer routes throughout the Metro service area. They did not speak Spanish but wanted to learn how to relay general and emergency information to Spanish-speaking customers. The class was highly successful, and based on the feedback from class participants, Metro determined it would be better to offer this class as computer-based training for several reasons: 1) greater numbers of students can be trained in a given time frame compared to other methods, 2) trainees work at their own pace, 3) a CBT can always match the trainee's schedule and can reach trainees outside the traditional classroom (key for a transit environment), 4) CBT training meets the need for round-the-clock (continuous) training, and finally, 5) total training costs can also be lessened. The CBT has been developed and is ready for launch in the end of 2011.

Tools for Frontline Staff WMATA developed a visual translator to be used by frontline staff when serving LEP customers. The purpose of the visual translator card is to eliminate language barriers that exist for LEP customers when attempting to access Metro services. Frontline staff, such as station managers, will utilize the information on this card to secure the appropriate language resource(s), such as customer information, a bilingual employee or telephonic interpretation service, to assist the LEP individual in



his/her language. The visual translator includes universally recognized pictures and symbols, common service and emergency phrases in English and the LEP language, “I Speak” language identifier, and phone numbers for customer service, transit police, and the language interpretation line. This tool is available in Amharic, Chinese, Korean, Spanish, and Vietnamese.

Monitoring and Benchmarking WMATA has developed relationships with the following organizations to secure information on specific issues related to the regional LEP community such as languages spoken, population trends, what services are most frequently sought by the LEP populations. WMATA also conducts follow up with these organizations to determine whether the written and oral assistance measures developed are effective. Some organizations are useful for benchmarking and trading best practices. The D.C. Language Access Coalition (DCLAC) DCLAC is an alliance of community-based and civil rights organizations that advocates for language access rights within the District of Columbia. Although Washington Metropolitan Area Transportation Authority (WMATA) does not fall under the scope of the Language Access Act, DCLAC supplies Metro with feedback on its Language Assistance Plan so that it can better achieve access for limited English proficient Metro users. WMATA has met twice with the Coalition over the past three years to secure feedback and suggestions on its language initiatives and has implemented suggestions as appropriate, for example, to ensure Metro’s translations represent the LEP communities served in this region, Metro regularly utilizes the translation services offered by affiliates of the DC Language Coalition. Local Government Language Access Coordinators Instituted in 2004, this group meets regularly to review the impact of limited-English proficient (LEP) customers on government and public services in their jurisdictions, discuss demographic trends and explore resources to better assist in the provision of quality customer service to an increasing population of LEP residents in the metropolitan area. The group primarily meets to share information on resources and educational opportunities but also encourages collaboration among members determined by mutual interest. WMATA has been an active member of the group since 2009 and has co-chaired the group in 2010.

Transportation Planning Board Access for All Advisory Committee The Access for All (AFA) Advisory Committee advises the Transportation Planning Board (TPB) on transportation issues, programs, policies, and services that are important to low-income communities,



minority communities and people with disabilities. The mission of this committee is to identify concerns of low-income and minority populations and persons with disabilities, and to determine whether and how these issues might be addressed within the TPB process. Since 2001, the Access for All Advisory (AFA) Committee has emphasized the importance of transit information for those with limited English proficiency as a priority and a subcommittee was created on this topic. A focus group was held in January 2003 with non-profit agencies from various language communities to have a broad conversation reflecting the geographic and national origin diversity of the region’s LEP communities to further understand how LEP communities obtain information on services and which methods of communication are the most effective. In November 2006 the AFA Subcommittee on Transit Information for Limited English Speakers presented to WMATA a list of barriers faced by LEP communities in accessing Metro’s services and several recommendations which were used to inform Metro’s 2007 Language Assistance Plan. WMATA has provided status reports to AFA on its language initiatives on 11/20/2008 and 1/28/2010. Some of the AFA member organizations feedback and recommendations will be sought as Metro creates its 2011 Language Assistance Plan.

Language Access in the District – 5 Years in the Making – 1st Language Access Policy Forum Metro was asked by the Office of Human Rights to participate in the District of Columbia’s first policy forum on language access held on July 15, 2009. Metro was a panel member addressing “What Works – Regional and National Best Practices.”

Transportation Research with Rutgers University In May 2010, Metro was contacted by Rutgers University’s Center for Transportation Safety, Security and Risk to participate in a research project on the transportation needs of Hispanic populations who have limited English proficiency. The research is funded by the Department of Homeland Security and is being conducted by the Center. Once the study was conducted, Metro’s Office of Civil Rights was informed that “WMATA's language assistance practices were the most innovative and extensive I found while researching this project…” CIVR and Metro’s emergency management staff are now working with Rutgers to develop a transit-based LEP video that will be an effective training aide for frontline staff training. The video is expected for completion in late 2011; filming concluded the week of September 18, 2011.



S T A T U S R E P O R T A T A G L A N C E – 2 0 0 7 W M A T A L A N G U A G E A S S I S T A N C E P L A N

Item Completed Comment Enhance written translation services on WMATA’s website

Human translation and BrowseAloud enhancements

Provide written notification of language assistance services

Written notification in six-seven languages provided periodically. Ongoing dissemination.

Distribute multilingual materials Ongoing dissemination of translated multilingual materials.

Develop and implement a program of training LEP community leaders so they can train LEP persons they serve in the community.

Program developed in August 2011

Increase WMATA’s internal bilingual capabilities by identifying and certifying bilingual employees.

Established a WMATA Language Resource Team of 22 certified employees covering 10 languages.

Expand the program for providing public announcements on Metrorail and Metrobus in LEP languages.

The majority of public announcements recorded in Spanish on Metrobus. Public announcements for Metrorail identified for translation and recording.

Provide translation services at public meetings and translated materials.

Developed protocol for language assistance at public hearings which includes interpretation services and translation of vital information.

Utilize bilingual WMATA staff to monitor language assistance measures.

Ongoing monitoring of services by CIVR staff and corrective measures recommended and implemented.

Conduct Staff Training on Title VI and Language Assistance

In process and ongoing: • Trained all station managers during

2010-2011 recertification training • New bus operators since Sept. 2009 • All police department sergeants,

captains, and deputy chiefs • Customer service personnel Included a module in diversity training on cultural sensitivity Developed CBT on Functional (Occupational) Spanish for frontline staff

Solicit feedback from the LEP community Periodically meet with DCLAC, LGLAC, and Access for All Committee of the Council of Governments

Annual presentation to RAC and AFA Have presented progress presentation AFA twice since 2007



Item Completed Comment Measure actual frequency of contact by LEP persons

With updated language assistance plan, have updated LEP statistics

Participate in the coalition of local government LEP coordinators to track trends and share LEP successes.

Co-chaired LGLAC and hosted a meeting. Active participant.

Adopt LEP Standard Operating Procedures and Policy

Standard procedures discussed in training; SOP has not been developed.

Consider use of symbols and pictographs Symbols utilized on visual translator developed for Metro Station Managers. Symbols are used throughout the Metro system.

- Initiated -completed -in progress -partially completed x–not completed



VI I I . Ef for ts to Ident i fy Addi t iona l Language Ass is tance Needs In its efforts to identify additional language assistance measures that could reduce the barriers LEP persons face in riding public transit, WMATA staff continues to consult with the TPB AFA Committee’s Subcommittee on Transit Information for Limited English Proficiency (LEP) Customers, members of the DC Language Access Coalition3, and other community based programs that serve large numbers of limited English proficient clients. In addition, as part of the update to their language assistance plan, Metro met with a number of community-based organizations (CBOs) that represent LEP, minority and low-income populations. The CBO interviews allowed for one-on-one conversations with the CBO personnel ranging from director level to those who work day-to-day with their constituencies. Metro was able to to gather relevant information and discuss the services provided by the agency. Feedback was sought from the organizations on the size of the population it serves, languages spoken, use of language assistance measures, the need for additional language assistance, their constituent’s use of Metro and other public transit, challenges to using those services, and demographic trends among the served population. Of particular interest was how Metro can reach out to the LEP communities in a more effective manner. A copy of the topics covered in these interviews is included in Appendix F.

La Clinica del Pueblo Community Health Clinic providing a variety of primary health care and educational services to a largely LEP population 2831 15th Street Northwest Washington D.C., DC 20009-4607 Many Languages, One Voice (MLOV) MLOV houses and oversees the work of the DC Language Access Coalition. 3166 Mount Pleasant Street, NW Washington, D.C. 20010 Multicultural Community Services A DC non-profit specializing in the delivery of language services/interpreter training and advocacy on behalf of the DC LEP community 2437 15th St., NW Washington, DC 20009-4101 Boat People SOS A Vietnamese immigrant-serving social service provider. Among its programs provides public transportation travel training to LEP Senior Citizens 6066 Leesburg Pike, Suite 100 Falls Church, VA 22041

3 The DC Language Access Coalition is an alliance of over 40 organizations and individuals that work to ensure all people can access public and social services in the District of Columbia.



CASA de Maryland Social Service and Employment Services provided to LEP immigrant communities throughout PG and Montgomery Counties. 5 employment centers in addition to their Langley Park HQ Prince George’s Welcome Center 7978-B New Hampshire Avenue Hyattsville, MD 20783

The results of the CBO interviews produced a number of issues that Metro considered in developing its action plan for the next three years. A summary of the results of these interviews can be found in Appendix G.

IX . Language Ass is tance In i t ia t ives: 2011 - 2014 WMATA has demonstrated its commitment to provide meaningful access to programs and activities for those individuals with limited English proficiency. Nevertheless, Metro continues to explore ways to improve and has identified a number of activities needed to complete the implementation of some items planned in 2007 and to initiate new strategies identified for 2011 to 2014. The following initiatives and strategies are planned for the next triennial period. 1. Continue to provide written notification, in seven languages (Spanish, Korean, Vietnamese,

Chinese, French, Arabic and Amharic), that language assistance services are available, upon request, free of charge. Language interpretation services can be requested for Board meetings, public hearings, public meetings or for assistance in using Metro’s transit and paratransit services.

2. Continue to increase Metro’s internal bilingual capabilities by identifying and certifying additional bilingual/multilingual employees to provide oral language assistance and written language assistance, as needed. Other members will be added to Metro’s Language Assistance Resource Team and will be called upon to participate as interpreters at Board meetings, public meetings, public hearings, and outreach activities.

3. Continue efforts to recruit and hire bilingual/multilingual front line employees by participating in community job fairs and advertising in publications and media that reach the minority and LEP populations.

4. Expand the program for providing public announcements on Metrorail and Metrobus in LEP languages, principally in Spanish.

5. Utilize bilingual Metro staff to monitor language assistance measures by using the website, contacting the call center and by posing as customers to identify continuing barriers faced by LEP persons.

6. Continue to provide mandatory training to front line staff on Title VI, language assistance, and cultural sensitivity.



7. Continue to identify documents that are considered “vital” to users of Metrobus, Metrorail, and MetroAccess, translate these materials, and disseminate as appropriate. Enhance the cultural proficiency of written material. Original documents will be created for an LEP audience in the relevant language, using appropriate phrases, context and language.

8. Provide Functional Spanish training on a voluntary basis to front line staff. The training will make use of transit vocabulary and include transit phrases utilized by Metro front line staff and will be accessible via the Internet.

9. Coordinate with Customer Services, Communications and Marketing to establish a regular presence in the various ethnic media. The focus should be on active participation in radio broadcasts, TV news stories and forums to facilitate relationships with the ethnic media so as to promote positive Metro coverage and promote public participation and feedback opportunities for the LEP community.

10. Engage community-based organizations through a train the trainer approach conducting presentations on Metro information and initiatives. These sessions will encourage partnership and help the CBO frontline staff understand programs and services offered by Metro including fares, reduce fare programs, paratransit, how to ride Metro, upcoming public engagement opportunities, as well as employment opportunities. These sessions will also be an opportunity to receive feedback from CBOs on recommended improvements and issues affecting the LEP riding public.

11. Adopt standard operating procedures (SOPs) to be used by WMATA frontline employees when encountering a LEP customer. The SOPs may differ for Metrobus, Metrorail and MetroAccess.

12. Continue to monitor the strengths and weaknesses of the language assistance plan on an ongoing basis. WMATA will make changes to the language assistance plan as needed, but at a minimum, the plan will be updated every three years to coincide with WMATA’s Title VI Submittal to the Federal Transit Administration.

A three-year implementation schedule, highlighting the most crucial language assistance measures, is shown below. Several of the measures, such as written notification of language assistance, involve ongoing activity.



2011 2012 2013 2014Measure

Written notification of language assistanceIdentify & certify add'l Language Resource Team members

Recruit & hire bilingual & multilingual frontline staffBilingual Public Announcements

Metrobus Metrorail

Secret Shopper Program for Language MeasuresTitle VI & Language Training for Frontline StaffIdentification & translation of vital documents

Promotion of Metro in ethnic mediaCBO train-the-trainer sessions

Adopt SOPs on LEP encounters for frontline staffContinuous monitoring of language measures, adjusting as appropriate

C O N C L U S I O N In conclusion, the Washington Metropolitan Area Transit Authority (Metro) is committed to ensuring that no person is excluded from participation in or denied the benefits of its services on the basis of race, color or national origin, as provided by Title VI of the Civil Rights Act of 1964.



Appendix A–Language Needs and Abilities in the Nation’s Capital”, 2007, Brookings Institute

Language Needs and Abilities in the Nation’s Capital, 2007

Language Access in the District:Five Years in the Making

Washington, DCJuly 15, 2009

Audrey SingerSenior Fellow

Recent immigration to the region

Language diversity

English proficiency and linguistic isolation

I

II

III

Major questions addressed in the reportLanguage Ability and Needs in the Nation’s Capital

Data & definitions

ACS, 2007

Source: ACS 2007

Data & definitions

SOURCES2007 American Community Survey

2000 Census

ACS, 2007

Who is considered “Limited English Proficient (LEP)?”

• Speak a language other than English at home• Report speaking English “well”, “not well”, or

“not at all.”

Data & definitions

Who is considered “English proficient?”

• Speak a language other than English at home• Report speaking English “very well.”

(Excludes those who speak English-only.)

Linguistic isolation refers to households where no one over the age of 14 is proficient in English

Data & definitions

“Foreign born” refers to anyone not a US citizen at birth. Used interchangeably with “immigrant” in this presentation.Limited English proficient persons can be either foreign-born or native-born

Immigration to Washington:

The Broader Context

PhoenixRiverside-San BernardinoWashingtonDallas-Fort WorthHoustonSan Francisco-OaklandChicagoMiami-Fort LauderdaleLos AngelesNew York

17.622.320.517.821.429.617.637.034.928.3

736,068911,982

1,088,9491,092,3611,204,8171,245,0071,679,0742,005,1784,488,5635,328,891

%FB Millions

Metropolitan Washington has more than 1 million foreign-born residents; 1-in-5 are immigrants

Source: ACS 2007

Washington metropolitan area

Alexandria

ArlingtonDC

Fauquier

Frederick

Charles

Fairfax

Loudoun Montgomery

Stafford

Spotsylvania

Prince George's

Warren

Clarke

Prince William

Jefferson

Cal-vert

District of Columbia

Inner Core

Inner Suburbs

Outer Suburbs

OMB Metro Remainder

Metropolitan Washington has similar shares of Latin American and Asian immigrants…

Source: ACS 2007

Latin America

39%

Europe10%

Asia35%

Africa15%

Other1%

Region of Birth for the foreign born, Washington metro, 2007

Region of Birth for the foreign born, District of Columbia, 2007

…however, nearly half of the District’s immigrants come from Latin America

Source: ACS 2007

Latin America

48%

Europe18%

Asia18%

Africa13%

Other3%

Language Diversity

Metropolitan Washington has seen an increase in residents speaking a language other than English

Source: ACS 2007 and Census 2000

2000 2007METROSpeaks a language other than English 21% 25%

DISTRICTSpeaks a language other 17% 15%than English

Languages SpokenAt Home, 2007

Differences in languages spoken at home reflect variation in immigrant settlement patterns in the region

11%

11%

11%

11%

56%

SpanishFrenchAsian-PacificIndo-EuropeanOther

6%

24%

14%

11%

45%

District of Columbia Washington Metro Area

Source: ACS 2007

TOP LANGUAGES SPOKEN IN DISTRICTSpanish, French, Amharic, and Italian

TOP LANGUAGES SPOKEN IN METROSpanish, French, Korean, Chinese, and Vietnamese

Source: ACS 2007 PUMS

Spanish dominates households in the District and the region

English Proficiency and Linguistic

Isolation

The District was 4.6% LEP in 2007, compared to 7.1% in 2000. The metro area was 10.1% LEP in 2007 and 9.1% in 2000

There are 500,000 LEP in the metro area as a whole, up from 408,000 in 2000, a 22% increase.

The LEP population in the District dropped 34% between 2000 and 2007, from 29,000 to 25,000.

The limited English proficient population has increased regionwide, but has decreased in the District


Top languages spoken by LEP population in the District


65%5%

5%

5%

20% Spanish

French

Amharic,Ethiopian Chinese

Other

Languages Spokenby the Limited English Proficient Population, 2007


$35,417$15,786Median income14.410.1Under age 18

66.925.7BA or higher8.443.1Less than High School

38.416.366.013.4

5.4

LEP

17.4Entered US since 200048.3Native born48.1Speak Spanish

7.6Age 65 and over

4.7Unemployed

Non-LEPPercent of LEP

and non-LEP by characteristic

Limited English Proficient residents have lower educational attainment, among other characteristics


The number of households considered linguisticallyisolated has decreased since 2000 in the District

There are about 7,000 linguistically isolated households in the District, representing 3 percent of households.

In 2000, there were 10,300 LIHHs, making up 4.1% of households.

In the Washington metro, about 5% of households are linguistically isolated, compared to 4.4% in 2000.

The size of the Limited English Proficient population is affected by:

ADDITIONS• In-migration (domestic and from abroad)• Children born into linguistically isolated households

SUBTRACTIONS• Out-migration • Death• Acquisition of English language proficiency

www.brookings.edu/metrov i s i t m e t r o :



Appendix B–List of LEP Community Organizations for LEP Outreach Organization Location 1. Academy of Hope D.C. 2. Business Improvement District D.C. 3. Calvary Women’s Services D.C. 4. Capitol Hill Group Ministry D.C. 5. Central Union Mission D.C. 6. Community Connections D.C. 7. Community Council for the Homeless at Friendship Place D.C. 8. Concerned Black Men D.C. 9. Covenant House Washington D.C. 10. D.C. Coalition Against Domestic Violence D.C. 11. D.C. Central Kitchen D.C. 12. D.C. Voice D.C. 13. District Alliance for Safe Housing D.C. 14. Family Medical Counseling Services D.C. 15. Father McKenna Center D.C. 16. Greater Washington Urban League D.C. 17. Green Door D.C. 18. Hermano Pedro D.C. Catholic Charities D.C. 19. House of Ruth D.C. 20. Jobs Have Priority D.C. 21. Leland Place D.C. 22. Living Wage Adult Education Center D.C. 23. McClendon Center D.C. 24. Miriam's Kitchen D.C. 25. N Street Village D.C. 26. National Coalition for the Homeless D.C. 27. National Law Center on Homelessness & Poverty D.C. 28. New Endeavors by Women D.C. 29. Our Place, D.C. D.C. 30. Pathways to Housing, D.C. D.C. 31. Potomac Job Corps Center D.C. 32. Rachael's Women's Center D.C. 33. Salvation Army D.C. 34. Samaritan Inns D.C. 35. Samaritan Ministry D.C.



Organization Location 36. So Others Might Eat D.C. 37. St. Luke's Shelter D.C. 38. The Coalition for the Homeless D.C. 39. The Next Step Public Charter School D.C. 40. The Washington Legal Clinic for the Homeless D.C. 41. Thrive DC D.C. 42. Travelers Aid D.C. 43. U.S. Vets, D.C. D.C. 44. United Planning Organization D.C. 45. Unity Health Care D.C. 46. Whitman Walker Clinic D.C. 47. African Immigrant & Refugee Foundation D.C. 48. African Resource Center D.C. 49. American University School of Law - Immigrant Justice Clinic D.C. 50. Asian & Pacific Islander Senior Center D.C. 51. Asian American Justice Center D.C. 52. Asian American LEAD (AALEAD) D.C. 53. Asian Pacific American Legal Resource Center D.C. 54. Ayuda D.C. 55. Bread for the City D.C. 56. Catholic Charities Headquarters D.C. 57. Central American Resource Center (CARECEN) D.C. 58. CentroNia D.C. 59. CitiWide Computer Training Center D.C. 60. Columbia Heights Shaw Family Support Collaborative D.C. 61. D.C. Area Health Education Center D.C. 62. DC Employment Justice Center (EJC) D.C. 63. DC Learns D.C. 64. DDOT - Mass Transit Administration D.C. 65. Emmaus Asian and Pacific Islander Senior Center D.C. 66. Ethiopian Community Center D.C. 67. FTA Washington, DC Metro Office D.C. 68. La Clínica del Pueblo D.C. 69. Latin American Youth Center (LAYC) D.C. 70. Latino Economic Development Corporation (LEDC) D.C. 71. Legal Counsel for the Elderly (AARP) D.C. 72. Life Skills Center D.C.



Organization Location 73. Mary's Center D.C. 74. Mayor's Office on Asian and Pacific Islander Affairs D.C. 75. Mayor's Office on Latino Affairs D.C. 76. Mt. Pleasant Neighborhood Library D.C. 77. Multicultural Community Service D.C. 78. Neighbors Consejo D.C. 79. Quality Trust for Individuals with Disabilities D.C. 80. The Legal Aid Society of the District of Columbia D.C. 81. The Newcomer Community Service Center (NCSC) D.C. 82. Vietnamese American Community Service Center (VACSC) D.C. 83. Washington Lawyers' Committee for Civil Rights and Urban Affairs D.C.

84. African Immigrant & Refugee Foundation MD 85. Asian American LEAD (AALEAD) MD 86. Asian Pacific American Legal Resource Center MD 87. Beyond These Walls MD

88. Caribbean Help Center MD 89. CASA Community Center at Pine Ridge MD 90. CASA de Maryland MD 91. Catholic Charities MD 92. CentroNia - Maryland MD 93. Chinese Cultural and Community Service Center MD 94. County Execs Office Of Community Partnerships MD 95. Department of Public Works & Transportation MD 96. Dept. of Public Works & Transportation - PG County MD 97. Even Start Family Literacy at Montgomery Knolls (MCPS & Mont.

College) MD

98. Howard University Language Institute MD 99. International Rescue Committee MD 100. Langley Park Community Center MD 101. Maryland Multicultural Youth Centers MD 102. MD Department of Transportation MD 103. Montgomery Coalition for Adult English Literacy (MCAEL) MD 104. Montgomery County Refugee Center (Montgomery College) MD 105. Montgomery County Refugee Training Center MD 106. Office of Community Affairs, Montgomery County MD 107. Office of the County Executive MD 108. Prince George's County MD



Organization Location 109. Prince George's County Memorial Library System MD 110. Volunteers of America Chesapeake MD 111. AACH Employment Center VA 112. Alexandria City Public Schools VA 113. Arlington County, Board of Supervisors VA 114. Boat People SOS, Inc. VA 115. Business Development Assistance Group VA 116. City of Alexandria VA 117. City of Alexandria - Office of Mgmt. and Budget VA 118. City of Fairfax - DPW VA 119. City of Fairfax, Human Services VA 120. City of Falls Church VA 121. City of Falls Church, Housing and Human Services VA 122. Dept. of Environmental Services - Arlington County DOT VA 123. Dept. of Mgmt. and Finance VA 124. Doorways for Women and Families VA 125. Ethiopian Community Development Council, Inc. VA 126. Fairfax County Dept. of Transportation VA 127. Fairfax County, Office of the County Executive VA 128. Friends of Guest House VA 129. Hispanic Committee of Virginia VA 130. K.I. Services, Inc. VA 131. Loudoun County VA 132. New Hope Housing, Inc. VA 133. Northern Virginia Transportation Commission VA 134. Parks, Recreation and Cultural Resources VA 135. Prince William County, Social Services VA 136. Sudanese American Community Development VA 137. Tenants and Workers United VA 138. The Newcomer Community Service Center (NCSC) VA 139. Transit Services and Programs - City of Alexandria VA 140. Woodrow Wilson Library VA



Appendix C – List of Metro’s Vital Documents Incidents LanguagesMetrobus Announcements Spanish/EnglishService Interruptions: MLK Closure Varies by Area/Spanish/EnglishConstruction: Service Interruptions: Rosslyn Varies by Area/Spanish/EnglishSpecial Events: Sr. SmarTrip Exchange Spanish/EnglishSelected Press Releases Varies by Area/Spanish/EnglishBus Cards with Service Announcements Spanish/EnglishPublic Surveys Spanish/English

Document LanguagesApplication for Metro Services for People with Disabilities Spanish/EnglishApplication for Reduced Fare Program Spanish/EnglishMetro Recruiting Literature Spanish/EnglishMetrorail Safety English/Spanish/Korean/VietnameseMetrobus Safety English/Spanish/Korean/VietnamesePlanning Your Alternate Route Home English/Spanish/Korean/Vietnamese

Metro Pocket Guide English, Arabic, Chinese, French, German, Italian, Japanese, Korean, Portuguese, Spanish and VietnameseMetro Guide to Title VI of CRA Amharic, Arabic, Chinese, English, French, Korean, Spanish, VietnamesePublic Hearing Notice English/Spanish/Korean/VietnamesePublic Meeting Notice Varies by Area/Spanish/English Metro video, "Your Safe and Easy Ride English/Spanish/Korean/VietnameseVoluntary Title VI Public Involvement Form Spanish/French/EnglishTitle VI Complaint Form English/Spanish/Korean/VietnameseTitle VI Brochure English/Spanish/Korean/VietnameseTitle VI Take One English/Spanish/Korean/VietnameseVisual Translator English/Spanish/Korean/Vietnamese



Appendix D – Metrobus Bilingual Messages

Category # Message Date Begin Date End Engl

ish

Span

ish

Prio

rity

New

Exis

ting

Target Routes

1.0 Notification

1.1 Help us to help you have a great experience on Metrobus! Please read all service notices and check our website, www Metro opens doors dot com often for updates about detours and schedules.

June 27, 2010 September 25, 2010 E S N All

1.2 On Sunday, July 4, Metrobus will operate a Saturday schedule to support travel to area celebrations and on Monday, July 5 we will operate a Sunday schedule. See Metroopens doors.com for additional information.

June 30, 2010 July 4, 2010 E P N FMR,BLAD,NORT, LAND, MONT, WEOX

1.3 Route detours occur every weekend in response to area events. Detour notifications are posted every Thursday on Metro's webpage and for individual routes via NextBus.

June 27, 2010 September 25, 2010 E N All

2.0 Rider Direction2.1 Welcome aboard MetroBus. To make everyone's ride more

comfortable, please keep packages, purses and briefcases off of the seat next to you so everyone has a seat.


2.2 Welcome aboard. To help keep MetroBus running more smoothly make everyone's ride more enjoyable, please move toward the rear of the bus to make room for other passengers.


2.3 Welcome aboard Metrobus. Help keep everyone's ride more enjoyable, always use headphones when listening to audio or video devices and, keep cell phone conversations to a reasonable level.

June 27, 2010 September 25, 2010 E C All

2.4 Thank you for riding. Help keep MetroBus running on-time by having your fare money, passes or SmarTrip cards in hand and ready to display to the driver when you board.


2.5 Welcome aboard. Help keep MetroBus running smoothly by using the rear door to exit whenever possible. Also, please avoid standing on the yellow area near the rear doors as sensors in the floor may not permit the doors to close properly.


2.6 Thank you for riding Metrobus, Please avoid standing near the front entryway so passengers may enter and exit the bus. Also, please move toward the rear of the bus so all riders may safely board.


2.7 Welcome aboard MetroBus. Help make everyone's ride more enjoyable by taking your personal belongings, news papers and trash with you.


2.8 Welcome aboard Metrobus. For the safety of all passengers, please keep the aisle clear of suitcases and other large obstructions.


2.9 Thank you for riding Metrobus, we do appreciate the opportunity to serve you.


3.0 Safety and Regulation Themes3.1 For your safety, when exiting any Metrobus, please take care stepping

out of the bus, move to the sidewalk and wait for the bus to depart. Never cross the street in front of the bus. Your safety is our number one concern.

June 27, 2010 September 25, 2010 E S P C All

3.2 Welcome aboard. For the safety of all passengers, please fold up all strollers before entering the bus and keep your children by your side at all times.


3.3 Welcome aboard Metrobus. The front seats in every Metrobus are designated for senior citizens and people with disabilities and you may be requested by the driver to move from your seat to safely accommodate a passenger using a wheelchair.

June 27, 2010 September 25, 2010 E S C All

3.4 For everyone's safety, please use grab handles and hand rails when standing or moving throughout the bus.


3.5 Welcome aboard Metrobus. Eating, drinking and smoking are strictly prohibited at all times throughout the entire MetroRail and MetroBus system.

June 27, 2010 September 25, 2010 E S C All

3.6 Please respect instructions from our bus operators, they are here to ensure your safety and timely arrival. Any person who assaults a Metro transit operator or station manager while on duty may be subject to enhanced penalties under DC Law.


3.7 Please note that flash passes, student passes and SmarTrip cards are not transferable after boarding a bus and should not be given to other individuals. Thank you for ridinig Metrobus.


3.8 Students, for the safety and convenience of all passengers, the use of profanity, and disruptive behavior will result in removal from the bus, confiscation of your pass and termination from school subsidy programs. We want Metrobus to be the safest way to travel.


3.9 Once a Metrobus has pulled away from the bus stop, the dirver is instructed not to stop for late passengers. PLEASE, to avoid serious injury from a slip and fall, do not chase the bus. We want Metrobus to be the safest way for you to travel.

June 27, 2010 September 25, 2010 E S P N All

Metrobus Announcement ScheduleTuesday, June 15, 2010



Appendix D – Metrobus Bilingual Messages

5.0 Promotion Announcements5.1 SmarTrip discounts can save you time, money, protect your

investment and automatically credit your account with employer subsidy benefits. See our website for more information.


5.2 Flash passes are a great way to save money and time and are conveniently sold at Giant, Safeway, CVS and many other outlets across the region.


5.3 Metrobus connects to the airport for a low fare! Ride the B30 to BWI-Marshall and the 5A to Dulles seven days per week. Check Metroopensdoors dot com for times to plan your trip.


5.4 Look for our blue MetroExtra and Metrobus Express limited stop buses for a reliable and comfortable ride! See Metroopensdoors.com for information about the J4, 37, 39, S9, 79, 16F, 28X and REX routes for a quick trip!


5.5 For current information about when your bus will arrive or to plan a trip please contact us at 202-637-7000 or at the Metro website home page or WMATA.com/mobile services for Next Bus and scheduled departure information.

June 27, 2010 September 25, 2010 E X N All



Appendix E -- Title VI & Language Asst. Training Station Managers

Title VI of the Civil Rights Act of 1964o Title VI states that “[n]o person in the United

States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

Metro’s Language Assistance Plan

Language Assistance Plan Training for Stations Managers 22

o A person who cannot speak, read, write or understand the English language at a level that permits them to interact with transit providers.

33Language Assistance Plan Training for Stations Managers

Breaking Down The Language Barrier

Translating Limited English Proficiency into Practice

Metro Rail Services


1. What went wrong?2. What would you have done differently?

3. What went right?4. Why?

o The number or proportion of LEP persons served or encountered in the eligible service population;

o The frequency with which LEP persons come into contact with the program;

o The nature and importance of the program, activity, or service provided by the program; and

o The resources available and costs to the recipient.





More than 800,000 persons (21% of the region) are foreign born23% speak a language other than English at home; 10% speak English less than “very well”Arlington & Alexandria, VA, Fairfax County, VA, & Montgomery County, MD –LEP populations exceed 10%


Source: 2000 Census Bureau – includes jurisdictions not in WMATA Service Area.

10% of Metrobus ridership is Hispanic.4% of Metrorail ridership is Hispanic.

o To find a better quality of life.o Opportunities to follow a particular

career path.o Escape political, gender, and religious

persecution.o Natural disasters (tsunamis, earthquakes,

floods).o Family obligations and connections.o US Government grant asylum.

Language Assistance Plan Training for Stations Managers 10 Language Assistance Plan Training for Stations Managers

11

Serving Limited English Proficient Customers

11

Cultural sensitivity: valuing and learning from diversity and being willing and quick to adequately respond to differences.

o Culture: values, assumptions and perceptions that are instilled early on in life and are expressed in the way we behave and interact.

o Diversity: all of the things that make us different from one another.

o Cultural competence: ability to work effectively with individuals from different cultural and ethnic backgrounds.


Find the “F’s” in the sentence.

See what you see, not what you think you ought to see.





o Don’t practice Ethnocentrism – the tendency to look at the world primarily from the perspective of one's own culture! It leads to stereotyping and self-fulfilling prophecies!

• Native Americans are alcoholics.• All Latinos are from Mexico.• Asians are awesome at math and straight A

students.• African Americans are athletic and

unintelligent.• Women are warmer and more nurturing than

men.

What you say and how you communicate can make all the difference in how people respond to you.

Take 3 seconds to think before you speak.


What you say and how you communicate can make all the difference in how people respond to you.

Take 3 seconds to think before you speak.




Golden Rule:› Treat others the way YOU want to be

treated.

Platinum Rule:› Treat others the way THEY want to

be treated.




Appendix F: Topic Guide for CBO Outreach Interviews for WMATA’s Language Assistance Plan

Topic Guide

General/ Demographic/Language Questions

1. How many people does your agency provide services to? 2. What are the countries of origin from which your population has immigrated? 3. What are the languages spoken by the population you serve? 4. What are the most frequently traveled destinations? 5. Are there locations that the population has expressed difficulty accessing via the public

transportation system? Use of Public Transit

1. What obstacles do you believe your constituents face in accessing Metro services? Do these obstacles vary depending on the mode of transportation used?

2. Based on your knowledge and experience, do your constituents use public transportation?

If Yes: • Are they transit dependent? Or choice riders? • How often do they use public transportation? • What kinds of public transportation do they use—Metrorail, Metrobus, MetroAccess,

local transit? • When do they use public transportation? For what purpose? • How are fares typically paid by their constituents? Smartrip Cards/Cash/Passes?

How familiar/comfortable do they believe their constituents are with using Smartrip cards?

• Do they have any suggestions for how WMATA could improve its services to make it work better? Please be as specific as you can.

If No:

• How do they travel if they have to go somewhere in the metro area? • Would they use public transportation if the trains or buses were set up differently? If

they understood better how to use them? – If Yes:

Which transit systems or services would they use? How could WMATA improve to make the services better for them?



Use of WMATA Language Assistance Measures 1. Which WMATA assistance measures do your constituents use or find beneficial? (have copies to

show during the interview)

• Bilingual or multi-lingual versions of the following written documents – Translated information on Metro website – Translated Take-Ones – Translated pocket guide (where do they get them?) – Title VI brochure – Complaint forms

• Oral language assistance – Telephone interpreter services (including Metrorail, Metrobus and MetroAccess) – Bi-lingual staff to interpret information “as needed” at public meetings – Translated “How to Ride Metro” video/DVD (where do they see it? Does the agency

have a copy? Where did they get it?) – Translated information/announcements on Metrobus (which lines?)

• Community Outreach

– Translated versions of public hearing/public meeting announcements (where is most effective?)

– Bi-lingual staff to interpret information “as needed” at public meetings – Radio announcements (where do they hear them?) – Translated newspaper ads/announcements (where do they see them)

Need for Additional Language Assistance

1. What are the most effective ways that Metro can reach out to and assist your constituents? 2. How can Metro better engage the LEP community in its planning initiatives and public

hearings? 3. Who would the population trust most in delivering language appropriate messages?



Appendix G: Summary of Community Based Organization (CBO) Meetings Conducted July –August 2011 General Information • For most of the limited English speaking constituents, Metrobus is the preferred mode of

transportation because it provides transit to the most frequently accessed destinations. In addition Metrobus is more affordable than Metrorail. Most constituents are more comfortable using the bus as it is the most likely form of public transportation encountered in their native countries. Some LEP persons are reluctant to use Metrorail because it is underground. Most trips are taken within the core of the region.

• Most frequently spoken languages are Spanish, Amharic, Chinese, French, Korean, and Vietnamese.

• Most riders are transit dependent. They do not own automobiles. • Many LEP persons use Metro bus service from late-night transport. Express safety concerns due

to late-night travel. It has been suggested that the use of bright lights on the buses at night would alleviate some of their concerns.

Challenges • LEP persons have difficulties navigating Metro's website and online trip planner. As designed,

these tools are useful to younger people and tourists. To reach a larger group of LEP riders, access and training can be provided at libraries and other public sites. On the other hand, most people of all ages use cell phone technology.

• LEP persons often do not read or write in their native language. Consequently, information relayed orally is important. Many of the CBO constituents have an oral culture. They have a hard time using system maps and other visuals. Pictures are helpful; however, often times the symbols used are not understood.

• LEP riders rely heavily on bus operators for information and oftentimes, the operators do not speak or understand their language.

• The customer information line is staffed with customer service representatives who have access to the telephonic interpretation language line. The service is often used by LEP patrons. It has been reported that the IVR part of the customer information line on her does not recognize accents. Customer information operators are not clear, talk too fast, are not patient when servicing a customer with an accent.

• Obtaining the senior SmarTrip card is difficult because it is only obtainable in a few locations. Reloading the SmarTrip card is an issue for patrons who use Metro bus – it’s awkward to reload on the bus, especially if there is a language barrier. On more than one occasion it was reported that LEP persons have lost monies loaded onto the smart card and were unable to recoup funds.

• People like the translation of announcements in Spanish on the rail/bus. It was expressed that it is particularly important to have emergency announcements translated.

• Many LEP parents may not know about the half-fare program for students.



Opportunities • Metro should provide training to community outreach workers (parent trainers at the Multi-

Cultural Center, Community Health Workers at Clinica) on how to access the Metro system, programs and benefits. In turn, the outreach workers would provide the information to their constituencies as needed. A similar type of outreach could be conducted at schools. The PTA could be targeted and/or Metro could present during back-to-school nights and feature information in the school newsletters. It was suggested that Metro first work with Carlos Rosario International Public Charter School for this type of outreach.

• Most people are busy -- especially people with limited English proficiency that are also low income and may work more than one job. In order to receive participation in metros transportation decision-making from the LEP community, Metro will need to engage the community where it routinely gathers, for example, after church services, at festivals, health fairs, etc. The Virginia Vietnamese community has three events annually where WMATA could partner – moon festival, Lunar New Year and a well-attended health fair.

• It was suggested that during Metrobus operator training it is emphasized that Operators should speak slowly and clearly to assist with servicing those with limited English proficiency.

• It was recommended that are WMATA partner with local businesses (e.g. Eden Center in Virginia) or other businesses to sell SmarTrip cards and/or provide the ability to reload value on the card.

• To assist with navigating the Metrorail system, large system maps could be placed on the

platforms with bilingual information. • Some agencies would like copies of the large rail maps to use for training clients how to use the

system (CASA). • One agency (Boat People SOS) provides travel training for seniors and commuters. They

currently use their own staff but think it might work to create a volunteer training corps to do travel training. It was suggested that WMATA provide fare media for use during travel training?

• People need help understanding how to get to access the customer information line, and thus being able to have telephonic interpreter service. The navigation to get to customer information is difficult.

• Television is effective way to communicate to seniors – especially Vietnamese cable TV (SBTN). WMATA may be able to have the station run the translated version of “How to Ride Metro” DVD.

• A Town Hall Meeting format may work well to engage certain LEP communities. There may also be a need to offer transportation to the meeting and other incentives such as a free SmarTrip® card



Appendix H – Sample of Translated Materials

Translated into Korean, Spanish and Vietnamese



Metro Enhances multilingual Web Site (translated into Korean)



Translated Safety Materials




Translated into Amharic, Arabic, Chinese, Korean, Spanish and Vietnamese



Some Text Translated into Korean and Spanish

Appendix B WMATA Language Assistance Plan …WMATA LANGUAGE ASSISTANCE PLAN 3 October 2011 –...

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Transcript of Appendix B WMATA Language Assistance Plan …WMATA LANGUAGE ASSISTANCE PLAN 3 October 2011 –...