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section 2, chapter 256, Laws of 2019. The activities of and resources 1 provided by the language access technical assistance program must 2 align with the recommendations in the October 2020 report of the 3 language access work group created by section 2, chapter 256, Laws of 4 2019 in order to improve awareness and fulfillment of language access 5 rights for families in educational settings. The work group under 6 this subsection shall, by December 1, 2021, report to the appropriate 7 committees of the legislature recommendations for standards, 8 training, testing, and credentialing for spoken and sign language 9 interpreters for students' families and for collecting information 10 related to language access services in schools and school districts. 11 Within the amounts provided in this subsection, the office must 12 provide a report to the appropriate committees of the legislature by 13 December 1, 2021. The report shall include, at a minimum, information 14 regarding the different languages in which students and students' 15 families prefer to communicate by each school district. 16 (h)(i) $200,000 of the general fund—state appropriation for 17 fiscal year 2023 is provided solely for the superintendent of public 18 instruction to convene a work group to identify trauma informed 19 strategies, approaches, and curricula for supporting students in 20 distress and with challenging behaviors that prioritize relational 21 safety. Stipends may be provided for work group members who are 22 representing families and individuals as experts with lived 23 experiences to compensate for time and travel to meetings. The work 24 group at a minimum must include the following: 25 (A) One representative from the department of children, youth, 26 and families with expertise on inclusion, equitable access, trauma 27 informed practices, and relational safety in education settings; 28 (B) One representative from an organization representing youth 29 with intellectual and developmental disabilities; 30 (C) Individuals representing youth with communication disorders, 31 students or young adults who have lived experience with restraint and 32 isolation, and students or adults who are survivors of the school-to- 33 prison pipeline; 34 (D) One representative from an organization working to eliminate 35 racial inequities in education; 36 (E) One representative from an organization working to eliminate 37 disparities for families and students with a native language other 38 than English; 39 p. 1231 ESSB 5187.SL