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==Summary==
''Written by Mica Pollock (2009-11 work), Jedd Cohen, Tona Delmonico, Gina d'Haiti, and Ana Maria Nieto for the Parent Connector project, with input from parents across the Healey School (particularly Consuelo Perez, Lupe Ojeda, Sofia Perez, Maria Carvalho, Ivanete Calmon, Veronaise Chaiki, Will Thalheimer, Tracy and Dave Sullivan, Adriana Guereque, Maria Oliveira, Manoj Archarya, Claudia Ramos, and Michele Arroyo-Staggs).


(Note to documenters: In this summary, quickly tell the reader a, b, and c:
Click here for the '''[[Summary: Schoolwide toolkit/parent connector network|<font color=#0000FF>Summary</font>]] '''on this project; click here for the '''[[Expanded story: Schoolwide toolkit/parent connector network|<font color=#0000FF>Expanded story</font>]] '''on this project.


a. Communication we set forth to improve. (What aspect of communication did we set forth to improve, so that more people in Somerville could collaborate in young people's success?)
[[Image:Maria and Seth.jpg|thumb|Maria, Connector to Portuguese-speaking parents, and Seth, local technologist, working together on a hotline recording]]


b. Main communication improvement(s). (What is the main communication improvement we made? What new support for young people may have resulted?)
==Communication we hoped to improve==


c.  Main communication realization. (What's your main realization about needed improvements to the communication infrastructure of public education? Who needs to communicate what information to whom, through which media, in order to support youth in a diverse community? Which barriers are in the way of such communication, and how might these barriers be overcome?)
''What aspect of existing communication did we try to improve, so that more people in Somerville could collaborate in young people's success? How’d it go?
:''(Who was involved in the project and how was time together spent? What did the project accomplish?)


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At Somerville’s Healey School (K-8), as in many U.S. schools, parents hail from across the globe and speak many languages. And as in many schools, language barriers often keep parents from being equally informed about school issues, events, and even educational opportunities. So do disparities in tech access, tech training, and time -- as well as gaps in personal relationship and connections. Lots of people at the Healey talked about needing better school-home and parent-parent communication, particularly to fully include immigrant families, families without computer access/knowledge, families with low literacy skills, and families who couldn’t or didn’t show up often in person at the school.


Over the course of two years, we met parents particularly committed to improving communication in their K-8 school and continuously pulled them into this Working Group. Throughout, we have been working to help ensure that all parents in a multilingual and class-diverse school can access important information about and from their school and share ideas with other parents.
So, we operated from a central principle already core to the Healey School: a child can’t be educated as effectively if parents aren’t included as key partners in the project. So, schools should ensure access to school information and pull all parents into dialogue about improving their children’s school experience. Info out, input in.
In the past year, we have particularly worked to include immigrant parents in this loop of school info and input. We focused on creating a "Parent Connector Network," in which bilingual parents ("Connectors") use phones, Googleforms, and a hotline to help get information to and from more recently immigrated parents who speak their language.  
 
We now are working with 3 Spanish-speaking, 3 Portuguese-speaking, and 2 Haitian Creole-speaking Connectors. Each Connector is calling approximately 10 other families once a month, to share key information from the principal and to ask questions about any issues parents are facing. The Connectors are also on call for questions from these parents at any time.
The Connectors have also become key innovators of translation and interpretation infrastructure schoolwide. We spent late spring 2011 finishing a full list of components of such infrastructure!


We've had countless ahas about improving the communication infrastructure of public education, and particularly, about improving the infrastructure for interpretation and translation.  
The Healey School enrolls a full U.S. range of families with different communication habits and needs. Some email the principal and Superintendent regularly. Some parents have no computers and no internet. A listserv has long enrolled only some. Robocalls home go in four languages; handouts home often don't. For many, parent teacher conferences require interpreters, and accessing those interpreters itself is a structural communication need, in part because some parents don't know how to access the service and in part because many of the parents who need interpretation are incredibly busy - sometimes working multiple jobs. One Portuguese-speaking dad worked such long hours he didn't even have time to come to school to post a sign saying he wanted to find and pay another parent to help him drive his daughter to school. In addition, parent and staff efforts to make an appointment to talk to one another with interpretation services can also get lost in the crush of meeting student needs: One Spanish-speaking parent told us she’d tried a number of times throughout the year, unsuccessfully, to meet with her child’s teacher in person.  


(COLORED TEXT BOX: Here's ONE MAIN COMMUNICATION AHA: improving translation and interpretation in a multilingual school and district in part requires getting more organized about effectively using a key local resource: bilingualism.
In contrast, some families, particularly English-speaking families, volunteer many hours in classrooms during the school day and so get regular access to their child’s teacher. Many such families also are on committees that meet after school and so, take the opportunity then to contribute ideas to the school. Over the years, we saw that families who saw each other regularly at face to face school events also made friends, joined listservs, signed up in directories, and showed up at next events.


==Communication we set forth to improve==
As we describe below and in the '''[[Expanded story: Schoolwide toolkit/parent connector network|<font color=#0000FF>Expanded story</font>]] ''', when we began in 2009 we first worked on several strategies to support diverse parents to share ideas and information, and to build relationship (Reading Nights, Parent Issue Dialogues). Then, we focused on the challenge of multilingual communication, because language barriers particularly have excluded many Healey parents from full participation. The Multilingual Coffee Hour, begun in 2009, was our first explicitly multilingual effort. Then, in 2010-11 and 11-12, the Parent Connector Network has focused fully on parents reaching out to other parents who speak the district's three main languages other than English: Spanish, Portuguese, and Haitian Creole. We've also been working to build personal relationships between bilingual parents and recent immigrant parents, in order to bring more voices into school debates and more people into school events and leadership -- as well as help the school respond more quickly to parent needs.


Say more. What aspect of communication did we want to improve, so that more people in Somerville could collaborate in young people's success?
Begun in Winter 2010, the Parent Connector Network now supports translation and parent-school relationships, by connecting bilingual parents (“Connectors”) to more recently immigrated parents face-to-face, and via a phone tree and multilingual hotline. The Parent Connector Network is now run largely by parents and community members, with coordination efforts by a OneVille community staff member handed to school staff; Connectors continue to innovate the Network model in partnership with school administrators and staff and with the blessing of District administration. Our hope is that new part-time Parent Liaisons being hired by the District for schools like the Healey will also help the volunteer Connectors coordinate their work.
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(COLORED TEXT BOX: In the Parent Connector Network, as in our broader efforts to create a schoolwide communication toolkit, our goal was to figure out ways to better include all parents in a multilingual, class-diverse K-8 school.
At Somerville’s Healey School (K-8), as in many U.S. schools, parents hail from across the globe and speak many languages. In addition to barriers of language, disparities in tech access, tech training, and time -- and gaps in personal relationship and connections -- keep parents from being equally informed about school issues, events, and even educational opportunities.  


Because language barriers particularly exclude parents from full participation, the Parent Connector Network has focused on reaching out to parents who speak the district's 3 main languages other than English: Spanish, Portuguese, and Haitian Creole.  
Beginning in spring 2012, Connectors started to use a multilingual call-in hotline (which our MIT friend Leo Burd made for us with open source VOIPDrupal software) to share out school information, to help ensure that information reaches English language-learning families and families with fewer tech and literacy skills. As Connector relationships and incoming parent requests and ideas grow in the future, Connectors may use Google forms to gather and prioritize school information. (Google forms are simple online forms that allow multiple people to input information that gets stored in a basic online database.) We tried that strategy briefly in 2010-11 but didn't yet need it: so far, Connectors have been able to handle individual parent needs by simply relaying requests and issues to appropriate staff.


Begun in earnest in Winter 2011, the Parent Connector Network is a parent-led effort (in partnership with school administrators and staff) to support translation and parent-school relationships, by connecting bilingual parents (“Connectors”) to more recently immigrated parents via a phone tree. The Connectors have come to use phones, Google forms, and a hotline to help ensure that information reaches immigrant and low-income families who share a school.  
By spring 2012, we were working with 5 Spanish-speaking Connectors, and 1 Portuguese-speaking, 1 French-speaking (for Haitian Creole-speaking families), and 1 Hindi and Nepali-speaking Parent Connector. Each Connector is asked to call 3 - 5 other families once a month to share key information from the principal/school and to ask questions about any issues parents are facing. The Connectors are also on-call to parents during the school year to help them find answers to both general and specific questions or concerns they may have about their child’s school. (e.g., some Connectors have received calls about issues like summer school enrollment, or about how to reach the district’s Parent Information Center to enroll a new cousin in a school.)


In the Parent Connector network, we operated from a central principle: a child can’t be educated as effectively if parents aren’t included as key partners in the project. So, schools should ensure equal access to school information and dialogue, in order to promote inclusive participation in school life. We've also been working to build personal relationships between bilingual parents and immigrant parents in order to bring more voices into school debates and more people into school events and leadership.  
That spring, we also successfully tested a strategy of having volunteer Connectors wear "badges" as informal interpreters or contacts available to any school parent at the beginning of some school days, to enable more parent-parent connections and a clear route to get "on demand" interpretation for early morning conversations with staff.


Because each innovation the Connectors started needed other components to work effectively, we have come to think in terms of creating an "infrastructure" for low-cost translation and interpretation in a school. Over the 2010-11 school year, we've been fleshing out a full list of such systemic supports. The Parent Connector Network is a key component, but it's not the only one!
Connectors also are starting to act as volunteer “Translators of the Month” for each main language group, helping to translate a monthly set of school information for our Healey Hotline. This translated material can then be used for other school media (listserv, handouts, flyers, etc.). These Translators won't translate the official information the school or district is legally required to make accessible to all parents. (Civil rights law requires that all parents have an equal opportunity to access important school information; some such information involves specialized lingo and definitely requires formally trained professionals.) But so far, volunteers and, stipended Connectors ($15/hr) are willing to help produce an additional stream of translated material for the school. (As we describe below, we later found that in-person support to access interpretation helped ELL families to feel comfortable meeting with their teachers.)


In fall 2011, we also successfully argued for creating a part-time liaison role (five hours per week paid by the school) for staff already employed by the school to support the Connector Network. The liaison role provides a range of crucial supports for the network that a school employee is best positioned to do. For example, the liaison can help summarize school information for translation by the translators of the month, summarize parent needs for the administration, recruit new parents at in-school events, and respond appropriately to serious or ongoing parent needs -- beyond what a volunteer parent can or should do. The role requires not only a strong connection to local immigrant communities but skills in tracking and managing multiple relationships and projects simultaneously. Several staff members tried the role, and one particularly willing staff member volunteered her time.


==Process==
The role is currently distributed across the volunteer staff member, several parent leaders, and a OneVille community staff coordinator. Our final goal has been to transfer these responsibilities away from OneVille paid staff and fully onto staff and parent leadership, and we spent the spring 2012 semester building the staff skills to do this, supporting parent leadership, and piloting the full combination of multilingual hotline, connectors, and parent liaison work.


How we realized and redirected things, over time.


===Basic History===
[[Image:(2)Slide1.jpg|Slide1.jpg]]
[[Image:(2)Slide2.jpg|Slide2.jpg]]
[[Image:(2)Slide3.jpg|Slide3.jpg]]


The groundwork needed to support the current work.  
'''See the bottom of this Overview page for the final set of "components" we were implementing by spring 2012.'''


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==Our work, and our '''<font color=red>¡Ahas!</font color>==


As a multilingual group of parents (a few of whom speak only English), it has taken us two years to fully understand the barriers in the way of English learners' participation in English-dominant schools, and the full communication "infrastructure" necessary to include more immigrant parents as full partners in the project of supporting young people.  
''What was the basic groundwork needed to support the current work? How did the project change and grow over time? At this point, what are our main <font color=red>¡Ahas!</font color> about improving communications in public education? What communication and implementation <font color=red>¡Ahas!</font color> and turning points did we have over time?
-------
Work informing the Parent Connector Network began in a 2009-10 series of Reading Nights and Parent Dialogues, and a Multilingual Coffee Hour that continued in 2010-11 as part of the Parent Connector Network infrastructure. We learned a huge amount in that work and we built relationships that enabled the development of the Parent Connector Network. '''Click [[Expanded story: Schoolwide toolkit/parent connector network|here]] for the full backstory!'''


Before we started creating the Parent Connector Network in Winter 2011, we worked with families and teachers in several other design efforts to improve parent-school and parent-parent connections more broadly. Work to shape the Parent Connector Network actually began in [[Reading Night]], our [[Parent Dialogues]], and the [[Multilingual Coffee Hour]].
As a multilingual group of parents and staff (a few of whom speak only English), it has taken us two years to fully understand:


We first focused our work at the Healey on parent relationships and schoolwide communication infrastructure, through trying several forms of face to face parent get-together to connect parents across lines of language, income, and program. In 2009 when we began our work, the K-8 Healey had 4 historically separated programs: a magnet K-6 program drawing disproportionately middle-class families from Somerville; a "Neighborhood" K-6 program disproportionately enrolling low income and immigrant families living around the school, including from the housing development a few steps away; a Special Education program, also disproportionately enrolling low income students of color and immigrants; and a middle school (7-8).
1) The barriers in the way of adult English learners' participation in English-dominant schools;


With parents from across the first three programs in a Kindergarten hallway at the Healey, we began in fall 2009 creating Reading Nights to link parents in face to face efforts to share information on reading with young children. (PHOTOS) Several of these parents formed the early core of the parents who would continue to work on schoolwide communication for two straight years. We worked together on a [[multilingual coffee hour]], and some [[parent dialogues]], and, finally, the Parent Connector Network. From the beginning, we wrestled with the particular issue of connecting English-speaking parents and staff with speakers of other languages. Over time, we realized the particular need for improving the communication infrastructure for translation and interpretation and focused full force on the Parent Connector Network in winter/spring 2011.
2) The sort of systemic communication "infrastructure" necessary to include more immigrant parents as partners in the project of supporting young people;


===Communication ahas, implementation ahas, and turning points!===
3) How to find and recruit people with the skills needed to implement the infrastructure, and how a volunteer-based project can delegate responsibility across available community members (and, stipend key people for leadership roles.)


Tell us how you figured things out, over time.
Some main '''<font color=red>¡Ahas!</font color>''' over time have been these:


'''<font color=red>¡Aha!</font color>  Overall, we’ve learned that committed and diverse parents can be expert innovators of communication infrastructure for including all parents because they have a full understanding of communication barriers.


COMMUNICATION AHA = What did you learn over time about needed improvements to the communication infrastructure of public education? e.g.,
'''<font color=red>¡Aha!</font color>  In a multilingual school and district in particular, local bilingualism is a key resource for strengthening communications and relationships between families and educators.''' The key is tapping local bilingualism in strategic ways.


-Who needs to communicate what information to whom, through which media, in order to support youth in a diverse community?
'''<font color=red>¡Aha!</font color> To fully engage all parents in a multilingual and diverse school, each effort to engage parents requires multiple efforts to make communication fully inclusive. Barriers to full inclusion exist every step of the way. So, we have come to think in terms of creating a full "infrastructure" for schoolwide communication (and low-cost translation and interpretation in particular).''' For example, to reach parents across tech access barriers, a Reading Night linking three kindergarten classrooms and a Special Education classroom required advertising the event not only using the school's listserv, but also via paper handouts and displays on the kindergarten hallway's wall. Including all parents during the event also required actively tapping parents' own bilingualism, by engaging parents in translating conversation in multilingual groups. To get parents to a Multilingual Coffee Hour or PTA Night event, we needed to learn how to record multilingual invitation messages on the school's "robocall" system; then, we had to experiment with which recorded voices made the event seem most appealing to parents. We also experimented with recording targeted robocalls to one language group at a time, instead of recording all four at once. This was because on parents' home answering machines, robocalls often cut off after the first two languages  -- and because Portuguese and Haitian Creole translations were always last after English and Spanish, those languages often didn't get heard.


Which barriers are in the way of such communication, and how might these barriers be overcome?
Before we started working on the Parent Connector Network in Winter 2011, we worked with families and teachers in other efforts to improve parent-school and parent-parent connections. Most of all, we had to build relationships across parents and staff who cared deeply about including everyone. These friends became key partners in innovation.
===Communication and implementation <font color=red>¡Ahas!</font color>, and turning points!===


How might basic tech (cell phones and the Internet) help increase community cooperation in young people’s success, by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information?)
We had many ¡Ahas! in sequence on this project over two years. <font color=red>'''To read the full story of the efforts that gave us these ¡Ahas!, click [[Expanded story: Schoolwide toolkit/parent connector network|here!]]'''</font color>


IMPLEMENTATION AHA: What did you learn over time about implementing communication solutions in education?
Additional <font color=red>¡Aha!s</font color> about schoolwide communication included the following.


TURNING POINT: Moments when you redirected the project accordingly, after a communication aha or an implementation aha.
''READING NIGHT AHA:


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[[Image:Running up the Healey stairs to a Reading Night.jpg|thumb|Running up the Healey stairs to a Reading Night]]
In fall 2009, we began building relationships among parents interested in schoolwide communication improvements. Mica and Consuelo, both parents at the Healey School, met at a coffee hour with the principal in fall 2009 and discovered a mutual interest in starting conversations across language and program. Mica invited Consuelo to help do parent outreach for the OneVille Project, and a design partnership at the Healey began!


Our first effort to focus on parent relationships and schoolwide communication infrastructure was to hold [[Reading Nights,]] designed to link parents across programs in communications about supporting children’s literacy. To get people to Reading Nights at all, we had to practice communicating between school and home, to advertise events in multiple languages. (LINK TO CONSUELO'S DOCUMENT HERE. . )
[[Image:Consuelopizza.jpg|thumb|Consuelo, mastermind of the Multilingual Coffee Hour, and her OneVille pizza: our best Reading Night advertisement]]


(COLORED TEXT BOX: Communication aha: the success of any school event relies on school-home communication!
'''Reading Night was about building initial relationships and friendships between parents as much as it was about sharing reading tips.''' These relationships became crucial to all of the work we all did together at the Healey over the next three years.


As we tried to get people to Reading Night and to then share tips from Reading Night, we realized the need for better communication infrastructure for reaching parents! Otherwise, inviting parents to school events is hard and incredibly time-consuming.
''MULTILINGUAL COFFEE HOUR AHAS:
A listserv for the school’s K-6 magnet program linked two classrooms of parents in the hallway, but not the other two classes (Special Education and, the "Neighborhood" program). Many immigrant and lower-income parents in the magnet program weren't on the listserv anyway. So, we were left with paper and face to face communication.


We put up multilingual signs outside of the classroom door, where parents would see them; but, not all parents dropped off their kids at school themselves. Consuelo's giant pizza, up on the wall a few days before Reading Night, worked particularly well to entice kids!
The Multilingual Coffee Hour started in 2010-11 and then became a key piece of the Parent Connector Network infrastructure the following year. We realized:


PHOTO OF THE PIZZA HERE
'''<font color=red>¡Aha!</font color>  Making parent gatherings explicitly multilingual encourages speakers of languages other than English to ask questions and offer opinions. In addition, multilingual events -- events where people take the time to translate for one another and, encourage others to speak in their own language -- also help parents and staff appreciate their peers' language talents.


Face to face invitations on the playground before school were often the thing that brought some people to Reading Night, in part because parents – often those standing alone on the playground rather than clustering in friendship groups – got the message that they would be welcome. But face-to-face invitations were particularly time-consuming, and our energy for standing outside to invite parents personally to events waned over the year. At teachers’ urging, we continued to also announce Reading Nights to kids in classrooms, who would then invite their parents! Our most successful Reading Night involved an entire class, who did a play together with their teacher.
[[Image:Dave.jpg|thumb|Dave, multilingual coffee hour enthusiast and 2011 PTA president]]


Had we known that the school's "robocall" system could call a targeted subset of parents in their language, perhaps we could have used that to invite more people! It wasn't until the following year, with a new principal, that we realized we could help shape the content of robocalls. (But this most obvious channel-home is often used only for the "most important" of communications, so we may not have been allowed to use it.) In trying to get “out” our typs from Reading Night, we realized the flip side of this same infrastructural need: We tried to post our reading tips as paper sheets on a hallway bulletin board, but somehow this didn't excite lots of viewing from passers-by. Somehow, we needed a channel that could reach everybody pre and post our event!
''PARENT-PARENT ISSUE DIALOGUE AHAS:


Reading Nights were in part about getting families excited about reading together in new ways (parents told us their children left talking all night about reading. One main innovation was to also make time to get parents together on the side to talk together as our children did activities.  Through this,
In 2010-11, several Parent-Parent Issue Dialogues helped a number of Healey parents debate a fundamental and controversial issue about their school's future: integrating several historically separate student programs. We realized the following in these efforts:


COMMUNICATION AHA: We realized something else about necessary communications in schools, in part from listening to parents who ended up doing child care, missing the parent-to-parent conversation, and getting frustrated. What many parents most needed (or wanted!) was a chance to talk quietly to other parents! In this case, about our experiences trying to help our children read.  
'''<font color=red>¡Aha!</font color>  Many parents have few or no opportunities to talk to each other or to decisionmakers in organized settings, about major issues in their school. This means that their ideas and energy for improvement go untapped. Parents with tech access and knowledge (e.g., parents on a school listserv), and English speakers, are often far better informed and included in such debates.


Next in our work on schoolwide communications, we focused on supplementing the infrastructure for parent-parent and parent-administrator communication: the typically English-dominated "coffee hours" with the principal.  
:'''*TURNING POINT:''' With the Healey in the midst of integrating several historically separated programs, parents focused for 2010-11 and then 11-12 on improving infrastructure for schoolwide communication -- and particularly, on including immigrant parents in the loop of school information and input. We designed the Parent Connector Network.


In partnership with the principal in fall 2009, we created a slot for a multilingual coffee hour model, a brainstorm of Consuelo (PHOTO), a parent partner particularly committed to finding creative ways of empowering immigrant parents. In the multilingual coffee hour, parents voluntarily translated for other parents wanting to ask questions and hear information from the principal. The experience quickly clued us into a key local resource: parent bilingualism.
:'''*<font color=red>¡Aha!</font color>/TURNING POINT: Try focusing on the most-blocked communication first.''' In this case, after trying a number of efforts to link parents at the school in dialogue (another important barrier at the Healey was the need to build relationship between newer, higher-income English-speaking Somerville residents and older, lower-income English-speaking Somerville residents), we focused on addressing the language barriers making communication particularly difficult.
(COLORED TEXT BOX: MAJOR AHA! The massive local resource of parent bilingualism).  


At several points over the two years to come, we considered melting the coffee hour back into the "regular" meeting with the principal (the Healey's next principal first leaned in this direction, arguing that every coffee hour should de facto be multilingual, but then decided to keep a distinct "multilingual" coffee hour). Since typical coffee hours are so obviously dominated by English-speaking parents, it still felt important to have a space focused actively on multilingual communication. The multilingual coffee hour with the principal is now an established place where people take extra time for translation and purposefully amplify languages other than English, by ensuring that speakers of other languages get priority in asking and answering questions.
''PARENT CONNECTOR NETWORK AHAS:
(ADD MINI COMMENT BLURB OR INTERVIEW HERE WITH LUPE OR IRMA, ON WHAT IT HAS MEANT TO HAVE AN EXPLICITLY MULTILINGUAL COFFEE HR?)


New community developments at the Healey shaped the next building blocks of our work, and our next ahas about needed improvements to communication infrastructure. Halfway into the 2009-10 school year, the school committee put on its agenda a key task: deciding whether to integrate the Healey's magnet and "Neighborhood" K-6 programs. In response, we used our [[multilingual coffee hour]] for a number of community dialogues to facilitate conversation about this choice, and, we held a large community dialogue on a Saturday (LINK TO SOME DOCUMENTATION FROM MAY 5 MEETING).
In addition to the main '''<font color=red>¡Ahas!</font color>'''above, we realized the following:


In our work to support parent dialogues, we realized just how irregular it was for parents to speak to each other across "groups," about fundamental desires for their children's education. It became important later in the Healey's unification debate to be able to report, i.e., to school council members, that everyone we talked to - across lines of class, race/ethnicity, and language - wanted a more rigorous learning experience for their children. Many parents had never talked to parents from the other “groups.”
'''<font color=red>¡Aha!</font color> Innovation requires experimenting with communication solutions, even if strategies aren't guaranteed to work.''' In our case, we tested a number of solutions for getting school info “out” and parent input “in” across boundaries of language, and building relationships across those boundaries.


In the parent dialogue work, we realized just how central problems of communication were to parents being fully included in the school. School committee members used the magnet program's listserv to advertise school committee meetings about the Unification debate, and those who came to meetings were disproportionately those on the listserv; those on the magnet program's listserv emailed the superintendent or principal regularly with their opinions about whether the programs should integrate. Three months into the debate, when we walked around the Mystic Development to invite parents to a school committee meeting, we realized that many -- those not on the listserv -- were unaware that the issue of integration was even up for debate at the school at all. And this, in a housing project literally down a flight of stairs from the school!
'''<font color=red>¡Aha!</font color> While asking how schools get info out, we also have to ask how they get input in. How do schools hear about and then respond to parents’ ongoing problems and concerns?


In the end, the School Committee voted to "unify" the Healey's K-6 programs and hired a consultant to steer that process through the following school year.  
'''<font color=red>¡Aha!</font color> School-home communication relies in part on parents building relationships and connections with other parents.''' Parents said they came to PTA night or other such school events because someone they knew invited them -- that a friendly face would be waiting at the event ("Come to this event, and I'll be there to support you"). Tech tools like phones, hotlines, or listservs can amplify and extend that ultimate resource for parent-parent connection: relationship-building. One of our Connectors had an ¡Aha! that others echoed across the OneVille Project: “My main conclusion is that relationships matter and they are what makes everything work.”


TURNING POINT: with the Healey in the midst of brainstorming all sorts of changes to its everyday structures, we began to focus on improving infrastructure for reaching and including immigrant parents in particular.  
'''<font color=red>¡Aha!</font color> Creating “infrastructure” that makes interpretation and translation more efficient requires figuring out who to pay for what.''' The people who share a school can, will, and should volunteer their time to help the school and other families communicate. But only up to a certain point. When workload is too heavy or when professional skills are necessary -- and, to embed the project into the core work of the school -- projects need to pay staff whose job it is to help include all parents. For example, communication on individual parents’ serious personal needs will have to be covered by paid staff, freeing volunteers to be friends, info-sharers and links TO paid staff. But making translation mechanisms more efficient (e.g., trying a hotline to get info to many parents at once; triaging info to be translated by volunteers or stipended parents on the hotline) can save staff time that otherwise is spent explaining things repeatedly.


As school ended in 2010, supporting communication of important school information across lines of language, class, and also tech access/training became our key focus at the school. As we continued work on a schoolwide communication toolkit, we focused on questions of language barriers and brainstormed a key response in Fall 2010: the Parent Connector Network.
'''Some key turning points in developing the Connector role:'''


KEY TURNING POINT: The evolution of the Parent Connector Network
By late January, 2012, we began to feel that phone calls pairing Connectors to a subset of families weren't enough. The Connector Network had grown to a total of nine bilingual Connectors paired with dozens of families for phone calls "out," but parents weren't asking much of their Connectors, and putting effort into getting parents to school-based events started to seem less profitable than perhaps scheduling events where parents themselves already were. Parent Connectors met together to brainstorm next steps on information-sharing and relationship-building:


(COLORED TEXT BOX: in creating the Parent Connector Network, we learned the full set of components needed to improve translation and interpretation infrastructure in particular.
'''TURNING POINT: In spring 2012, we pursued a deepened focus on face-to-face, rather than phone-to-phone connection. '''The Connectors brainstormed several sites of rich communication in daily school life to build on next:


In the cafeteria one morning in xxxx, Consuelo and Mica were sitting with several parents from the PTA, talking about how to improve schoolwide communication. Consuelo took out a piece of paper and started to draw triangles, linked to other triangles in a pyramid structure. Parents could be links to other parents, she explained. In the car together going home, Mica named the role: "Connectors."
:*Often, we saw ELL (English language learning) parents waiting before and after school to ask questions of a single bilingual staff member. To support these face-to-face connections, we found it useful to stipend three connectors to spend additional hours before and after school, to help connect parents directly to the staff member they wanted to talk with.
 
We began to share out the basic idea of “parents linking to other parents” with the school council and other school leaders, to see what people thought of it. People immediately liked the idea. There were already "room parents" in the magnet program, but these parents primarily had signed on just to tell people once in a while about things like parent breakfasts or school supply needs, not about the more important issues going on at the school.
 
Importantly, we learned from others that paid Parent Liaisons in each school had existed previously in Somerville, under a grant; when the grant finished, the Liaisons did too. We agreed to see what volunteers could do with their bilingual skills – without carrying the burden of paid employees.
 
Parents’ power?: Ongoing innovation!
 
We started brainstorming the components of the Connector project with the principal, and also at meetings with other Working Groups at the Healey School (e.g., a "Parent, Student, and Teacher Partnership" working group and a School Climate working group that formed in 2010-11) and with those parents who came to our Multilingual Coffee Hours. Parents from our first Reading Nights also remained key brainstorming partners. Our first question was how the principal would respond to serious complaints from parents. This was Consuelo’s concern in particular; ironically, weeks later she herself would leave the school after a poorly resolved incident in which immigrant parents using a school space were yelled at by a white parent. As we worked on this loop, our second concern was logistical: how would volunteers “connect” to a reasonably sized group of parents? And should all parents have a “Connector,” or particularly some of them?
 
After Consuelo’s departure, we brainstormed the idea of linking each Connector to 10 parents and of focusing the Connectors first on communication with immigrant parents. Starting in winter 2011, we recruited Connectors -- bilingual parents (and one young staff member) who had, over the prior year, shown particular interest in reaching out to immigrant parents or translating public information so others could access it. We also recruited parents who had shown some interest in bilingual or parent-parent events, such as our coffee hour, Reading Night, and public dialogues!
 
As a team of parents, we met with each other and started using our multilingual coffee hours to get ongoing advising from parents schoolwide. The Parent Connector concept was approved early, in the school's formal unification plan in xxx. But we still had to flesh it out by doing it!
 
Our goal became to "just start," so we could test ways parents could reach out to other parents. We needed also to figure out what info we would and would not translate for free, how many school-home communications were necessary a month, how to use existing school channels and create new simple tools for parent outreach, and more.
 
Experimenting with Communication Solutions!
 
AHA: our experiment in personal calls. the robocalls. xxxxx
 
Our core concern remained: how to avoid a situation where parents mentioned needs to Connectors and never received a response (a classic situation in many schools!). Meeting face to face with the Principal to share parent incidents and needs has always been a key infrastructural piece of the Connector model. But, such meetings can’t happen that often among busy people.  In xxx (date), we created this Googleform for keeping tabs on parent calls. We edited it together, for example, adding information on how to tell parents to request translators.
 
One IMPLEMENTATION STUMBLING BLOCK raised a key communication aha: how complicated it is, to get parents’ numbers to other parents! Because our Connector project started mid-year, we had no beginning of the year form for all parents, saying “do you want a Connector? Check here to release your number to them!” So, it took us weeks to work to get parents to release their numbers to other parents! In our Parent Connector pilot, it took months to figure out how to get parent connectors other parents’ phone numbers, since only staff were allowed to have these numbers automatically. We tried permission slips, which people could sign at get-togethers announced by parent-taped robocall; in the end we asked district Parent Information staff to call all of the parents and get their permission to release their numbers to parent connectors. (School staff had to figure out how to download a spreadsheet of language-specific numbers for PIC staff from X2, the district’s “student information system”; then the PIC staff had to make the calls home to get parents’ permission to release numbers to the Connectors; then, finally, Connectors got lists and could start calling.)
 
But what do such delays in contact or ultimate barriers to parent-parent contact mean? Children unable to be invited to birthday parties or playdates; parents who cannot be invited personally to gettogethers, and consequently, a slowing of community-building.
 
Privacy is of course a key issue to be navigated in broadening school home communications to anyone but staff. It became clear too that trust is another core issue in family-school partnerships in diverse communities. Issues of distrust go deep: who is willing to even share basic personal information with other parents, especially in an era of ramped-up deportation of undocumented immigrants and legal interventions in households? One parent from the school related often that other parents were afraid of sharing personal phone numbers with other parents because of restraining orders and personal safety fears that still other parents would learn how to reach them.
 
All this is an important example of the need for infrastructure to navigate dynamics of trust and privacy: e.g., an official form enabling parents to easily offer permission to have a Connector, along with other supports from the school.
Another COMMUNICATION AHA: volunteers need communication infrastructure themselves, in order to make their own work easier.  One implementation issue to consider was whether we turned off a few Connectors by immediately using technology in our own infrastructure. For example, we had to split up the list of approved parent names among the Connectors, but we wanted to think a bit about who should be with whom (based on grade and prior personal relationship.) We decided this at the end of a lengthy face to face meeting and so, chose to use a Google Spreadsheet. Ssome Connectors took immediately to using the Google spreadsheet to choose "their" parents and get their numbers. Relatedly, the same parents took easily to using a Googleform to keep records on parents' needs. Other Connectors needed multiple calls to get them to come to training sessions on the Google spreadsheets, and some may have turned off to the project thinking that tech savviness was a barrier to it. (One Connector has her daughter help her get her email; another uses her husband's computer to check hers. Another checks email regularly but doesn't write back via it!). One tried the forms and in the end, wanted to use paper and asked the Information Coordinator to retype her notes. Connectors who had Yahoo accounts rather than gmail accounts couldn't open the Google spreadsheets and for a couple of weeks, didn't know why or ask! But over time, we've realized what training is needed (how to use a Googleform!), and, which tech uses aren't really that necessary (possibly, the Googleform, unless the volume of parent needs increases). We'll see over time whether the Google form for recording parent needs is useful, or not.
   
   
Unsurprisingly, email links email-obsessed Connectors far more successfully than those who don't like to access it routinely (this breaks down along class lines, as well). Some Connectors who speak primarily in Spanish were fine to read long emails in English, but didn’t want to write back in English. Some Connectors themselves require regular phone calls to stay glued to the project. Some prefer texts, as well. And, we all needed occasional face to face meetings to brainstorm ideas more effectively and to stay interested in the project!
:*Parents also find that communication about their child’s classroom, rather than about the whole school, is much more engaging and rewarding. So next year, Connectors will begin to pair up with grade level teams or even with particular "classroom parents" to share classroom-level information with families in their child's class or grade.
 
(COLORED TEXT BOX: communication need: translation scheduling.) Many Connectors began hearing stories from parents who lack interpretation and translation when they need it. Figuring out this piece of the infrastructure became another goal  -- either parents didn’t know how to find translators to have scheduled meetings with teachers, educators didn’t know how to find translators to talk in emergencies to parents, or, at other times, both told us, translators were requested but not actually present in the final meeting!
 
(COLORED TEXT BOX: communication need: resource information.) As we began our calls home, we also realized that Connectors were getting asked key resource questions that were time-sensitive (e.g.: can I enroll my child in summer school voluntarily or, does she have to be referred?). So, a key "information loop" became how to get such FAQs answered regularly on public channels. At a coffee hour, we asked people about getting information out to a lot of parents at once. Michael Quan (PHOTO) suggested a hotline as a solution at one multilingual coffee hour.
 
TURNING POINT: Seth (PHOTO) then prototyped a hotline (using open source software and the Twilio API), even as he smiled that it was a low-tech solution he wouldn't have thought of himself.  
 
We started recording updates from the principal and answers to parents' Frequently Asked questions collected by the Connectors, with Tona, Maria, and Gina (PHOTO OF MARIA AND LINK TO THE FIRST SET OF FAQS?)


After Seth prototyped the hotline, the question became how to regularly get translated information, on to it!
:*Next year, Connectors plan to hold monthly multilingual coffee hours outside of the school, at places where parents already gather -- e.g., at the Portuguese Club, the Haitian Coalition, or the Mystic Housing Project.


COMMUNICATION AHA: Volunteer Translators of the Month!
'''Some key turning points in developing the Connector Network's technological infrastructure:'''


We came up with the idea of asking volunteer Translators of the Month (also bilingual parents, and maybe, students) to verbally translate information all parents needed to know that month (in Haitian Creole, Portuguese, and Spanish). Bilingual parents and staff noted at our coffee hour that translating material into their languages verbally – so, speaking it on to a hotline -- is easier than doing it word for word from paper to paper. So far, we have parents coming to speak into a computer (see photo!). We hope to hone the hotline so that translators can record to it from home.  
:*Leo Burd, a new friend from MIT's Center for Civic Media, finished an improved version of our '''hotline''' in spring 2012. We stipended three Connectors each month to translate the info update into three languages and record it on the hotline. The Connectors began to call families simply to let them know the hotline was a resource, and Connectors sent out a robocall in the school's main languages to announce the hotline via the school’s automatic messaging system. We think the hotline may relieve the Connectors of having to share schoolwide information with families. This, in turn, would allow Connectors to focus all their energy on more personalized outreach.


We had other realizations as we fielded parent questions: Connectors also needed a standing info page with links (again, a Googledoc?), so that they knew what to tell parents looking for public services (e.g., legal or family services.)
:*During the 2011-12 schoolyear, we also created a '''Googledoc''' of basic contact info/citywide parent services info all Connectors need to know: https://docs.google.com/document/d/15eF7hZP5DUCwl92WTYcOrElUWDICTdx69WjDgs8UfOI/edit


Lead Connector and Information Coordinator are also planning to organize a summer training for Connectors, by the principal, on how the school functions.  
:*We helped Purnima Vadhera, the 2011-12 principal, make a '''fall parent communication form''' (see [[File: Healey School Communications Sign-Up Form 2011.pdf|Healey School Communications Sign-Up Form 2011.pdf]]) that will help parents sign up to get a Connector, make it easier to get parents’ phone numbers, and allow parents to record their preferences for contact (texting? listserv? classroom listserv?) and indicate whether they need email training.


In our final Spring 2011 efforts, we are joining brainstorming forces with parents from Somerville's Welcome Project (a nonprofit focused on empowering immigrants in Somerville, housed in the Mystic Housing Development down the hill from the Healey school). A parent group had formed there that also wanted to focus on translation and interpretation in Somerville (one was already a Connector), so we have joined our conversations.
:*Finally, we began teaming up with parent leaders and local community organizations to explore offering '''computer, internet, and email listserv training''' to parents. In a multilingual community where not everyone uses computers, some lack access to information because of translation gaps and some because of a gap in basic tech knowledge. We learned early on in our work in Somerville that the problem for parents was often not necessarily one of computer access (the nearby housing project has many computers) as much as one of training. Even English-speaking parents in the school’s magnet program didn't know how to get on its listserv; many parents didn't know how to use a computer's basic functions. Now that the school’s programs have merged and the Healey school is creating a schoolwide listerv, these issues will rise to the fore. And having parents develop and participate in a multilingual school listserv could be a powerful new frontier for parent inclusion.
In June 2011, in a retreat with principal, Connectors, we finished this full list of components of the "infrastructure" for low-cost translation and interpretation in a school. The Parent Connector Network is one of the key "components" -- it's connection, human-style!


Hear some words here from our Lead Connector and our Information Coordinator: (VIDEO INTERVIEW WITH TONA OR GINA?)
In our 2011-12 work, we've also gleaned some very practical lessons about '''how to implement the Parent Connector infrastructure:


Hear some words here from some of our Connectors (EVERYBODY ELSE? VIDEOTAPE AT THE NEXT CONNECTOR MEETING?)
*'''<font color=red>¡Aha!</font color> Bilingual volunteers may engage parents more effectively in school activities if they reach out to parents with a specific offer or request rather than a generic offer that requires parents to actively seek their help.''' For e.g., the generic offer "to provide school information and help answer your questions whenever you need it" may be less effective than “I’ll come with you to parent-teacher conferences next week,” or “Come to a Brazilian dance performance at the school on Friday."
*'''<font color=red>¡Aha!</font color> In order to engage ELL families with the most excitement in schools, a focus on traditional school activities that simply include parents in “business as usual” (i.e., Parent-Teacher conferences) can be complemented by the creation of school activities that actively honor these families’ languages and lives,''' e.g., a monthly Multilingual Coffee Hour that actively invites multilingualism, or an International Week that actively incorporates heritage activities in the classroom and after school.
*'''<font color=red>¡Aha!</font color> Parent availability changes, so it's important to develop a strategy for recruiting new parents to school efforts early and often.''' In addition to doing outreach and holding multicultural events at the beginning of the school year, when parents' hopes and energy are high, recruitment can also target parents whose children are in kindergarten, help the families become acclimated, and eventually tap them as leaders and mentors to next parents.


==Findings/Endpoints==
===Our products: Concrete communication improvements and next steps===


Please describe final outcomes and share examples of final products, with discussion!
We are proud to say that the Parent Connector vision and project is now part of the Healey School's school site plan. We have a core of volunteer Connectors reaching parents in-person and via phone, and lead Connectors in Spanish and Portuguese. Two current/former Harvard graduate students, Jedd Cohen and Ana Nieto, worked as support coordinators in 2011-12 to support the effort while it solidified. The 2011-12 principal, Purnima Vadhera, worked with us to submit a contract to Human Resources for the five hrs/week liaison position to handle parent needs forwarded by the Connectors -- and to oversee the multilingual communication process we’ve come up with. While we waited for the liaison position to be approved, we filled in the gap by combining Jedd and Ana's efforts with that of a bilingual staff member, Adriana Guereque, who volunteered her time to follow up on individual family needs, and a very engaged Healey parent, Laura Pitone, who triaged monthly information and ensured that the district translated it.


===Concrete communication improvements===
Together, the Connectors (with advice from many other parents and staff consulted over the two years) fleshed out a list of components of the necessary “infrastructure” for multilingual communication. The Connectors themselves have become seen as a key local resource, as people willing to be on call to answer other parents' questions in their language and to (monthly) share information that requires more explanation:


What is the main communication improvement we made? What new support for young people may have resulted?
[[Image:Revisedinfrastructure.jpg|Revisedinfrastructure.jpg]]


----------------------
In sum, this year we piloted the full infrastructure we developed for multilingual communication. We:


We are proud to say that the Parent Connector vision and project is now part of the unified Healey School's school site plan. We have a core of volunteer Connectors ready for fall and two great leaders, one of whom, already a Creole-speaking staff member, we hope will be supported 5 hrs/week.  
:a) piloted our Parent Connector Network, in which bilingual parents make monthly contact with immigrant and low-income families to get information to and input from them; Connectors also invite parents to our Multilingual Coffee hours and to the hotline.
:b) tested a model where a Parent Liaison and Lead Parent Connectors develop and implement the details of face-to-face and phone-based outreach, follow up on specific parent needs, and help parents access interpretation;
:c) piloted initial use of our open source hotline, on which parent “Translators of the Month” translate and record information about events, issues, and opportunities.


===Main communication realizations and implementation realizations===
We're pleased to announce that next year the Healey School will have a district-funded, part-time parent liaison to manage volunteers, reach out to ELL families, and oversee a new Welcome Center, designed to provide a welcoming space at the Healey to all families. We're working with the incoming Principal, Jill Geiser, to  build on our insights from the Connector Network as she designs the responsibilities of this new position.


What is your main realization about needed improvements to the communication infrastructure of public education? (Who needs to communicate what information to whom, through which media, in order to support youth in a diverse community? Which barriers are in the way of such communication, and how might these barriers be overcome?)
'''Final thoughts'''


What is your main realization about implementing these innovations in education?
Overall, we’ve been exploring a cost-effective hybrid of volunteer efforts to connect parents to other parents and “infrastructure” that includes paid school staff. As mentioned above, a key issue we addressed in the Parent Connector Project was the line between translation/interpretation that bilingual parents can and will do as volunteers to serve their community, and when the district has to pay professionals. A parent in a federally funded district has a civil right to translation and interpretation if she needs it to access important parent information (including at parent-teacher conferences). But all districts are strapped for money and bilingual skills are true community resources. How to tap those resources without overtaxing volunteers, and without asking volunteers to do the sort of work that really should be done by paid professionals?


-----------------------------
In our case, we isolated an aspect of the infrastructure that volunteers couldn’t cover and argued that a bilingual staff member be employed part-time to cover it. We reasoned that volunteers shouldn't be asked to ensure that parents get Special Education services for their children or be responsible for requesting paid interpreters from the district. Paid staff in any district should be on top of such “case management.” But volunteers may be able to do something no staff member can do so easily: build friendships that glue parents in as partners in student success.


MAIN COMMUNICATION AHA: All schools need systems for getting information to everyone; diverse schools need them in particular. Structural improvements can both send the message that everyone is to be included, and, actually help include everyone.
===Questions to Ask Yourself if You’re Tackling Similar Things Where You Live===
'''What big issues would we recommend others think about in their own attempts to improve communications in public schools? Contact us to talk more!
-------


Here's ANOTHER MAIN COMMUNICATION AHA: improving translation and interpretation in a multilingual school and district in part requires getting more organized about effectively using a key local resource: bilingualism.
Consider the current and needed schoolwide communication infrastructure at your school:
 
The Healey School enrolls a full U.S. range of families. Some are deeply empowered in their home-school communications (e.g., middle-class parents who email the principal and Superintendent constantly, and some are left out of the most basic communications of schooling (some have no computers and no internet.; one told her Connector she’d been trying for a year to meet with her child’s teacher.) A listserv has long enrolled only some. Robocalls home go in four languages; handouts home often don't. For many, parent teacher conferences require interpreters, and scheduling those interpreters itself is a structural communication problem.
   
   
Time is also of the essence: some families have time/resource to volunteer countless hours during the school day. In contrast, one Portuguese-speaking dad we knew of worked such long hours he didn't even have time to come to school to post a paper sign saying he wanted to pay someone to help him drive his daughter to school after he left for work. His "Connector" made the sign for him. (INTERVIEW WITH MARIA ON THIS?)
:➢ Can everyone who needs to get and share important school information, get and share it? Do parents know who to talk to when they need information?
 
:➢ Where do you put school information so that everyone in the school can see it?
Communication from school to home is a huge issue in any diverse school, particularly across boundaries of language and tech access/training. In an era when most people work too much to talk face to face very often, getting information to all families and get input from all families requires a thoughtful infrastructure tapping (and in some cases, paying for) a key local resource: bilingualism.
:➢ How do you share parent ideas around the school?
 
:➢ What system do you have for translation and interpretation, in particular?
The Connectors themselves are a key local resource, as people willing to be on call to answer other parents' questions in their language and to monthly share information that requires additional explanation.
:➢ How can you tap local bilingualism, either paying people to translate material or organizing bilingual volunteers to pitch in on translation and interpretation in a way that doesn't take too much of their time?  
 
:➢ How can you build on parent-parent relationships to pull all parents into school events and conversation?
IMPLEMENTATION AHA: Overall, we’ve learned that committed and diverse parents can be expert innovators of school infrastructure if they care deeply about all parents having a full range of supports. That’s because they have a full range of experiences from which to brainstorm those supports.
:➢ What tech training do parents need in order to get information? How could you help all parents get this training?
 
:➢ Which efforts at parent information should be a task for school staff rather than volunteers?
We fleshed out other components of the necessary “infrastructure” to make schoolwide translation efficient, and to make the Connectors' volunteer role not overly time-consuming: a Googledoc as one organized place where the principal and school leaders put info that most needs dissemination/translation each month, by Translators of the Month and Connectors; Google forms for Connectors to record parents’ needs; Google spreadsheets for lists of approved parent numbers. Robocalls (ADD SCREEN SHOT?) home, using the district’s existing system for school-home calls, but targeting the calls to be specific to language groups and at times, recorded by friendly parent voices.
 
Small infrastructural “moves” can help: one parent noted that at another school, they put information at the top of every handout indicating where you can go to get a translated version of the information (over time, our Hotline).
 
COMMUNICATION AHA: A key issue we’re still trying to understand is where the line is between translation/interpretation that bilingual parents can/will do as volunteers to serve their community, and when the district has to pay professionals. A parent in a federally funded district has a civil right to translation and interpretation if she needs it to access important parent information (including at parent-teacher conferences). But all districts are strapped for money and bilingual skills are true community resources. Some of this may be simply about organizing resources most effectively. Turlock Unified School District in California has a model where parents are trained and paid as professional interpreters and translators. Somerville’s Welcome Project already trains young people this way in their LIPS program, to translate at public events (http://www.welcomeproject.org/content/liaison-interpreters-program-somerville-lips). But adults are most comfortable with certain one on one communications from other adults. So, which communications could trained adults handle particularly effectively, and at a lower cost than sending everything to the PIC?  
 
MAIN COMMUNICATION AHA: Along with will, systems are needed or material just doesn’t get translated.
 
The principal made clear that he needs to think in terms of “systems” for translation. Otherwise, disorganization means that things don’t get translated! Commitment to fully including all parents is key, but structural disorganization certainly can block communication too.
 
P.S.: In a multilingual community where not everyone uses computers, some lack access to information because of translation gaps and some because of a gap in basic tech knowledge. We learned early on in our work in Somerville that the problem is not necessarily one of computer access (the nearby housing project has many computers) as much as one of training.  Even many parents in the school’s magnet program didn't know how to get on its listserv. Now that the school is creating a schoolwide listerv, these issues will rise to the fore. And having people equally speak up on the common listserv, in whatever language, will be the next frontier!
 
In Winter 2011, we attempted to hold a "get an Email" night at the Healey, but it wasn't well attended; this crucial puzzle piece needs further development. If there isn't a good multilingual communication infrastructure, it's hard to get people out for any face to face tech training event! Combining the Connector network with email training may be a good solution, especially as the school goes from having a listserv only for the magnet program to a listserv for all. Especially in a community where there are many community-oriented technologists, there's really no reason why everyone eventually shouldn't have basic tech skills. See Computer Infrastructure.
 
MAIN IMPLEMENTATION AHA: Nothing can stop a creative group of committed parents.


===Technological how-tos===
===Technological how-tos===
''Here's where we describe "how to" use every tool we used, so that others could do the same. We also describe "how to" make every tool we made!
-------


Describe "how to" use every tool you used, so that others could do the same. Describe "how to" make every tool you made!
We’re using a '''Googledoc''' as one organized place for a Connector list of resources relevant to Somerville's immigrant families:
https://docs.google.com/document/d/15eF7hZP5DUCwl92WTYcOrElUWDICTdx69WjDgs8UfOI/edit


------------------
See http://www.google.com/google-d-s/tour1.html for instructions on starting a Googledoc. (Note: to use googledocs, users need gmail accounts to view any googledocs that are set as "private.")
As a group of non-technologists, [[Googleform]] and [[Googlespreadsheet]] setup took us a bit of learning!
 
While some school systems get parents' permission en masse to release their information to other parents in a School Directory, administrators asked us to take care to ask each parent's permission for releasing information to their Connector (see '''[[Expanded story: Schoolwide toolkit/parent connector network|<font color=#0000FF>Expanded story</font>]] '''on this aspect of the project). We use '''Editgrid for secure lists of approved parent contact info''' for Connector use. See editgrid.com for instructions on starting and using Editgrid's spreadsheets. (At this time of this writing, Google spreadsheets don't allow sorting by any column, whereas Editgrid spreadsheets do.)
[[Hotline]] setup was a task for Seth. Learning how to record on it: In April, we were still sitting at the computer talking into it, or, those of us with Audacity on our computers could record from home and send Seth the files. Over the summer, we xxxxx.
 
 
===Things we’d expand/do differently===
 
If you wanted to replicate any of this, what would you need to think about? Contact us to learn/talk more!


----------------------------
We used '''Google Translate''' for some first-pass translations of material for the hotline or other school channels, but bilingual parents still had to correct the translations. See http://translate.google.com/support/ for tips on using Google Translate.
-Consider the current and needed infrastructural components at your school. Can everyone who needs to get and share important school information, get and share it? If not, what barriers are in the way and how can those be overcome?


-What key infrastructural “moves” would get the most people, the most information?
With the Healey's principals, Connectors have experimented with recording translated robocalls home, using '''Connect-Ed,''' the district’s existing system for sending calls to many families at once.  As described in the '''[[Expanded story: Schoolwide toolkit/parent connector network|<font color=#0000FF>Expanded story</font>]],''' in our case, we learned to target robocalls to one language group at a time instead of recording all four at once, because robocalls often cut off after the first two languages (and because Portuguese and Haitian Creole were always last). We also asked Connectors to record some robocalls in their friendly parent voices, which drew some parents to PTA night!


-How can bilingualism be treated as a key resource?
On the '''hotline''': Local technologist Seth prototyped our first hotline, and in spring 2011, we were still recording voices or saving audio files onto Seth's computer -- see photo of Maria and Seth above. At that point, Leo Burd from the Center for Civic Media then made the professional version that we began piloting in 2011-12. (Here's Leo talking about his VOIPDrupal software: http://www.youtube.com/watch?v=C8NCRLCdPno&noredirect=1). See [[here]] for Leo's explanations of the programming. Leo's goal is for the software to be developed quickly by any community that wants to use it.


-What tech training do these volunteers need?
Click here for the '''[[Summary: Schoolwide toolkit/parent connector network|<font color=#0000FF>Summary</font>]] '''on this project; click here for the '''[[Expanded story: Schoolwide toolkit/parent connector network|<font color=#0000FF>Expanded story</font>]] '''on this project.

Latest revision as of 12:33, 22 July 2012

Written by Mica Pollock (2009-11 work), Jedd Cohen, Tona Delmonico, Gina d'Haiti, and Ana Maria Nieto for the Parent Connector project, with input from parents across the Healey School (particularly Consuelo Perez, Lupe Ojeda, Sofia Perez, Maria Carvalho, Ivanete Calmon, Veronaise Chaiki, Will Thalheimer, Tracy and Dave Sullivan, Adriana Guereque, Maria Oliveira, Manoj Archarya, Claudia Ramos, and Michele Arroyo-Staggs).

Click here for the Summary on this project; click here for the Expanded story on this project.

Maria, Connector to Portuguese-speaking parents, and Seth, local technologist, working together on a hotline recording

Communication we hoped to improve

What aspect of existing communication did we try to improve, so that more people in Somerville could collaborate in young people's success? How’d it go?

(Who was involved in the project and how was time together spent? What did the project accomplish?)

At Somerville’s Healey School (K-8), as in many U.S. schools, parents hail from across the globe and speak many languages. And as in many schools, language barriers often keep parents from being equally informed about school issues, events, and even educational opportunities. So do disparities in tech access, tech training, and time -- as well as gaps in personal relationship and connections. Lots of people at the Healey talked about needing better school-home and parent-parent communication, particularly to fully include immigrant families, families without computer access/knowledge, families with low literacy skills, and families who couldn’t or didn’t show up often in person at the school.

So, we operated from a central principle already core to the Healey School: a child can’t be educated as effectively if parents aren’t included as key partners in the project. So, schools should ensure access to school information and pull all parents into dialogue about improving their children’s school experience. Info out, input in.

The Healey School enrolls a full U.S. range of families with different communication habits and needs. Some email the principal and Superintendent regularly. Some parents have no computers and no internet. A listserv has long enrolled only some. Robocalls home go in four languages; handouts home often don't. For many, parent teacher conferences require interpreters, and accessing those interpreters itself is a structural communication need, in part because some parents don't know how to access the service and in part because many of the parents who need interpretation are incredibly busy - sometimes working multiple jobs. One Portuguese-speaking dad worked such long hours he didn't even have time to come to school to post a sign saying he wanted to find and pay another parent to help him drive his daughter to school. In addition, parent and staff efforts to make an appointment to talk to one another with interpretation services can also get lost in the crush of meeting student needs: One Spanish-speaking parent told us she’d tried a number of times throughout the year, unsuccessfully, to meet with her child’s teacher in person.

In contrast, some families, particularly English-speaking families, volunteer many hours in classrooms during the school day and so get regular access to their child’s teacher. Many such families also are on committees that meet after school and so, take the opportunity then to contribute ideas to the school. Over the years, we saw that families who saw each other regularly at face to face school events also made friends, joined listservs, signed up in directories, and showed up at next events.

As we describe below and in the Expanded story , when we began in 2009 we first worked on several strategies to support diverse parents to share ideas and information, and to build relationship (Reading Nights, Parent Issue Dialogues). Then, we focused on the challenge of multilingual communication, because language barriers particularly have excluded many Healey parents from full participation. The Multilingual Coffee Hour, begun in 2009, was our first explicitly multilingual effort. Then, in 2010-11 and 11-12, the Parent Connector Network has focused fully on parents reaching out to other parents who speak the district's three main languages other than English: Spanish, Portuguese, and Haitian Creole. We've also been working to build personal relationships between bilingual parents and recent immigrant parents, in order to bring more voices into school debates and more people into school events and leadership -- as well as help the school respond more quickly to parent needs.

Begun in Winter 2010, the Parent Connector Network now supports translation and parent-school relationships, by connecting bilingual parents (“Connectors”) to more recently immigrated parents face-to-face, and via a phone tree and multilingual hotline. The Parent Connector Network is now run largely by parents and community members, with coordination efforts by a OneVille community staff member handed to school staff; Connectors continue to innovate the Network model in partnership with school administrators and staff and with the blessing of District administration. Our hope is that new part-time Parent Liaisons being hired by the District for schools like the Healey will also help the volunteer Connectors coordinate their work.

Beginning in spring 2012, Connectors started to use a multilingual call-in hotline (which our MIT friend Leo Burd made for us with open source VOIPDrupal software) to share out school information, to help ensure that information reaches English language-learning families and families with fewer tech and literacy skills. As Connector relationships and incoming parent requests and ideas grow in the future, Connectors may use Google forms to gather and prioritize school information. (Google forms are simple online forms that allow multiple people to input information that gets stored in a basic online database.) We tried that strategy briefly in 2010-11 but didn't yet need it: so far, Connectors have been able to handle individual parent needs by simply relaying requests and issues to appropriate staff.

By spring 2012, we were working with 5 Spanish-speaking Connectors, and 1 Portuguese-speaking, 1 French-speaking (for Haitian Creole-speaking families), and 1 Hindi and Nepali-speaking Parent Connector. Each Connector is asked to call 3 - 5 other families once a month to share key information from the principal/school and to ask questions about any issues parents are facing. The Connectors are also on-call to parents during the school year to help them find answers to both general and specific questions or concerns they may have about their child’s school. (e.g., some Connectors have received calls about issues like summer school enrollment, or about how to reach the district’s Parent Information Center to enroll a new cousin in a school.)

That spring, we also successfully tested a strategy of having volunteer Connectors wear "badges" as informal interpreters or contacts available to any school parent at the beginning of some school days, to enable more parent-parent connections and a clear route to get "on demand" interpretation for early morning conversations with staff.

Connectors also are starting to act as volunteer “Translators of the Month” for each main language group, helping to translate a monthly set of school information for our Healey Hotline. This translated material can then be used for other school media (listserv, handouts, flyers, etc.). These Translators won't translate the official information the school or district is legally required to make accessible to all parents. (Civil rights law requires that all parents have an equal opportunity to access important school information; some such information involves specialized lingo and definitely requires formally trained professionals.) But so far, volunteers and, stipended Connectors ($15/hr) are willing to help produce an additional stream of translated material for the school. (As we describe below, we later found that in-person support to access interpretation helped ELL families to feel comfortable meeting with their teachers.)

In fall 2011, we also successfully argued for creating a part-time liaison role (five hours per week paid by the school) for staff already employed by the school to support the Connector Network. The liaison role provides a range of crucial supports for the network that a school employee is best positioned to do. For example, the liaison can help summarize school information for translation by the translators of the month, summarize parent needs for the administration, recruit new parents at in-school events, and respond appropriately to serious or ongoing parent needs -- beyond what a volunteer parent can or should do. The role requires not only a strong connection to local immigrant communities but skills in tracking and managing multiple relationships and projects simultaneously. Several staff members tried the role, and one particularly willing staff member volunteered her time.

The role is currently distributed across the volunteer staff member, several parent leaders, and a OneVille community staff coordinator. Our final goal has been to transfer these responsibilities away from OneVille paid staff and fully onto staff and parent leadership, and we spent the spring 2012 semester building the staff skills to do this, supporting parent leadership, and piloting the full combination of multilingual hotline, connectors, and parent liaison work.


Slide1.jpg Slide2.jpg Slide3.jpg

See the bottom of this Overview page for the final set of "components" we were implementing by spring 2012.

Our work, and our ¡Ahas!

What was the basic groundwork needed to support the current work? How did the project change and grow over time? At this point, what are our main ¡Ahas! about improving communications in public education? What communication and implementation ¡Ahas! and turning points did we have over time?

Work informing the Parent Connector Network began in a 2009-10 series of Reading Nights and Parent Dialogues, and a Multilingual Coffee Hour that continued in 2010-11 as part of the Parent Connector Network infrastructure. We learned a huge amount in that work and we built relationships that enabled the development of the Parent Connector Network. Click here for the full backstory!

As a multilingual group of parents and staff (a few of whom speak only English), it has taken us two years to fully understand:

1) The barriers in the way of adult English learners' participation in English-dominant schools;

2) The sort of systemic communication "infrastructure" necessary to include more immigrant parents as partners in the project of supporting young people;

3) How to find and recruit people with the skills needed to implement the infrastructure, and how a volunteer-based project can delegate responsibility across available community members (and, stipend key people for leadership roles.)

Some main ¡Ahas! over time have been these:

¡Aha! Overall, we’ve learned that committed and diverse parents can be expert innovators of communication infrastructure for including all parents because they have a full understanding of communication barriers.

¡Aha! In a multilingual school and district in particular, local bilingualism is a key resource for strengthening communications and relationships between families and educators. The key is tapping local bilingualism in strategic ways.

¡Aha! To fully engage all parents in a multilingual and diverse school, each effort to engage parents requires multiple efforts to make communication fully inclusive. Barriers to full inclusion exist every step of the way. So, we have come to think in terms of creating a full "infrastructure" for schoolwide communication (and low-cost translation and interpretation in particular). For example, to reach parents across tech access barriers, a Reading Night linking three kindergarten classrooms and a Special Education classroom required advertising the event not only using the school's listserv, but also via paper handouts and displays on the kindergarten hallway's wall. Including all parents during the event also required actively tapping parents' own bilingualism, by engaging parents in translating conversation in multilingual groups. To get parents to a Multilingual Coffee Hour or PTA Night event, we needed to learn how to record multilingual invitation messages on the school's "robocall" system; then, we had to experiment with which recorded voices made the event seem most appealing to parents. We also experimented with recording targeted robocalls to one language group at a time, instead of recording all four at once. This was because on parents' home answering machines, robocalls often cut off after the first two languages -- and because Portuguese and Haitian Creole translations were always last after English and Spanish, those languages often didn't get heard.

Before we started working on the Parent Connector Network in Winter 2011, we worked with families and teachers in other efforts to improve parent-school and parent-parent connections. Most of all, we had to build relationships across parents and staff who cared deeply about including everyone. These friends became key partners in innovation.

Communication and implementation ¡Ahas!, and turning points!

We had many ¡Ahas! in sequence on this project over two years. To read the full story of the efforts that gave us these ¡Ahas!, click here!

Additional ¡Aha!s about schoolwide communication included the following.

READING NIGHT AHA:

Running up the Healey stairs to a Reading Night
Consuelo, mastermind of the Multilingual Coffee Hour, and her OneVille pizza: our best Reading Night advertisement

Reading Night was about building initial relationships and friendships between parents as much as it was about sharing reading tips. These relationships became crucial to all of the work we all did together at the Healey over the next three years.

MULTILINGUAL COFFEE HOUR AHAS:

The Multilingual Coffee Hour started in 2010-11 and then became a key piece of the Parent Connector Network infrastructure the following year. We realized:

¡Aha! Making parent gatherings explicitly multilingual encourages speakers of languages other than English to ask questions and offer opinions. In addition, multilingual events -- events where people take the time to translate for one another and, encourage others to speak in their own language -- also help parents and staff appreciate their peers' language talents.

Dave, multilingual coffee hour enthusiast and 2011 PTA president

PARENT-PARENT ISSUE DIALOGUE AHAS:

In 2010-11, several Parent-Parent Issue Dialogues helped a number of Healey parents debate a fundamental and controversial issue about their school's future: integrating several historically separate student programs. We realized the following in these efforts:

¡Aha! Many parents have few or no opportunities to talk to each other or to decisionmakers in organized settings, about major issues in their school. This means that their ideas and energy for improvement go untapped. Parents with tech access and knowledge (e.g., parents on a school listserv), and English speakers, are often far better informed and included in such debates.

*TURNING POINT: With the Healey in the midst of integrating several historically separated programs, parents focused for 2010-11 and then 11-12 on improving infrastructure for schoolwide communication -- and particularly, on including immigrant parents in the loop of school information and input. We designed the Parent Connector Network.
*¡Aha!/TURNING POINT: Try focusing on the most-blocked communication first. In this case, after trying a number of efforts to link parents at the school in dialogue (another important barrier at the Healey was the need to build relationship between newer, higher-income English-speaking Somerville residents and older, lower-income English-speaking Somerville residents), we focused on addressing the language barriers making communication particularly difficult.

PARENT CONNECTOR NETWORK AHAS:

In addition to the main ¡Ahas!above, we realized the following:

¡Aha! Innovation requires experimenting with communication solutions, even if strategies aren't guaranteed to work. In our case, we tested a number of solutions for getting school info “out” and parent input “in” across boundaries of language, and building relationships across those boundaries.

¡Aha! While asking how schools get info out, we also have to ask how they get input in. How do schools hear about and then respond to parents’ ongoing problems and concerns?

¡Aha! School-home communication relies in part on parents building relationships and connections with other parents. Parents said they came to PTA night or other such school events because someone they knew invited them -- that a friendly face would be waiting at the event ("Come to this event, and I'll be there to support you"). Tech tools like phones, hotlines, or listservs can amplify and extend that ultimate resource for parent-parent connection: relationship-building. One of our Connectors had an ¡Aha! that others echoed across the OneVille Project: “My main conclusion is that relationships matter and they are what makes everything work.”

¡Aha! Creating “infrastructure” that makes interpretation and translation more efficient requires figuring out who to pay for what. The people who share a school can, will, and should volunteer their time to help the school and other families communicate. But only up to a certain point. When workload is too heavy or when professional skills are necessary -- and, to embed the project into the core work of the school -- projects need to pay staff whose job it is to help include all parents. For example, communication on individual parents’ serious personal needs will have to be covered by paid staff, freeing volunteers to be friends, info-sharers and links TO paid staff. But making translation mechanisms more efficient (e.g., trying a hotline to get info to many parents at once; triaging info to be translated by volunteers or stipended parents on the hotline) can save staff time that otherwise is spent explaining things repeatedly.

Some key turning points in developing the Connector role:

By late January, 2012, we began to feel that phone calls pairing Connectors to a subset of families weren't enough. The Connector Network had grown to a total of nine bilingual Connectors paired with dozens of families for phone calls "out," but parents weren't asking much of their Connectors, and putting effort into getting parents to school-based events started to seem less profitable than perhaps scheduling events where parents themselves already were. Parent Connectors met together to brainstorm next steps on information-sharing and relationship-building:

TURNING POINT: In spring 2012, we pursued a deepened focus on face-to-face, rather than phone-to-phone connection. The Connectors brainstormed several sites of rich communication in daily school life to build on next:

  • Often, we saw ELL (English language learning) parents waiting before and after school to ask questions of a single bilingual staff member. To support these face-to-face connections, we found it useful to stipend three connectors to spend additional hours before and after school, to help connect parents directly to the staff member they wanted to talk with.
  • Parents also find that communication about their child’s classroom, rather than about the whole school, is much more engaging and rewarding. So next year, Connectors will begin to pair up with grade level teams or even with particular "classroom parents" to share classroom-level information with families in their child's class or grade.
  • Next year, Connectors plan to hold monthly multilingual coffee hours outside of the school, at places where parents already gather -- e.g., at the Portuguese Club, the Haitian Coalition, or the Mystic Housing Project.

Some key turning points in developing the Connector Network's technological infrastructure:

  • Leo Burd, a new friend from MIT's Center for Civic Media, finished an improved version of our hotline in spring 2012. We stipended three Connectors each month to translate the info update into three languages and record it on the hotline. The Connectors began to call families simply to let them know the hotline was a resource, and Connectors sent out a robocall in the school's main languages to announce the hotline via the school’s automatic messaging system. We think the hotline may relieve the Connectors of having to share schoolwide information with families. This, in turn, would allow Connectors to focus all their energy on more personalized outreach.
  • We helped Purnima Vadhera, the 2011-12 principal, make a fall parent communication form (see File:Healey School Communications Sign-Up Form 2011.pdf) that will help parents sign up to get a Connector, make it easier to get parents’ phone numbers, and allow parents to record their preferences for contact (texting? listserv? classroom listserv?) and indicate whether they need email training.
  • Finally, we began teaming up with parent leaders and local community organizations to explore offering computer, internet, and email listserv training to parents. In a multilingual community where not everyone uses computers, some lack access to information because of translation gaps and some because of a gap in basic tech knowledge. We learned early on in our work in Somerville that the problem for parents was often not necessarily one of computer access (the nearby housing project has many computers) as much as one of training. Even English-speaking parents in the school’s magnet program didn't know how to get on its listserv; many parents didn't know how to use a computer's basic functions. Now that the school’s programs have merged and the Healey school is creating a schoolwide listerv, these issues will rise to the fore. And having parents develop and participate in a multilingual school listserv could be a powerful new frontier for parent inclusion.

In our 2011-12 work, we've also gleaned some very practical lessons about how to implement the Parent Connector infrastructure:

  • ¡Aha! Bilingual volunteers may engage parents more effectively in school activities if they reach out to parents with a specific offer or request rather than a generic offer that requires parents to actively seek their help. For e.g., the generic offer "to provide school information and help answer your questions whenever you need it" may be less effective than “I’ll come with you to parent-teacher conferences next week,” or “Come to a Brazilian dance performance at the school on Friday."
  • ¡Aha! In order to engage ELL families with the most excitement in schools, a focus on traditional school activities that simply include parents in “business as usual” (i.e., Parent-Teacher conferences) can be complemented by the creation of school activities that actively honor these families’ languages and lives, e.g., a monthly Multilingual Coffee Hour that actively invites multilingualism, or an International Week that actively incorporates heritage activities in the classroom and after school.
  • ¡Aha! Parent availability changes, so it's important to develop a strategy for recruiting new parents to school efforts early and often. In addition to doing outreach and holding multicultural events at the beginning of the school year, when parents' hopes and energy are high, recruitment can also target parents whose children are in kindergarten, help the families become acclimated, and eventually tap them as leaders and mentors to next parents.

Our products: Concrete communication improvements and next steps

We are proud to say that the Parent Connector vision and project is now part of the Healey School's school site plan. We have a core of volunteer Connectors reaching parents in-person and via phone, and lead Connectors in Spanish and Portuguese. Two current/former Harvard graduate students, Jedd Cohen and Ana Nieto, worked as support coordinators in 2011-12 to support the effort while it solidified. The 2011-12 principal, Purnima Vadhera, worked with us to submit a contract to Human Resources for the five hrs/week liaison position to handle parent needs forwarded by the Connectors -- and to oversee the multilingual communication process we’ve come up with. While we waited for the liaison position to be approved, we filled in the gap by combining Jedd and Ana's efforts with that of a bilingual staff member, Adriana Guereque, who volunteered her time to follow up on individual family needs, and a very engaged Healey parent, Laura Pitone, who triaged monthly information and ensured that the district translated it.

Together, the Connectors (with advice from many other parents and staff consulted over the two years) fleshed out a list of components of the necessary “infrastructure” for multilingual communication. The Connectors themselves have become seen as a key local resource, as people willing to be on call to answer other parents' questions in their language and to (monthly) share information that requires more explanation:

Revisedinfrastructure.jpg

In sum, this year we piloted the full infrastructure we developed for multilingual communication. We:

a) piloted our Parent Connector Network, in which bilingual parents make monthly contact with immigrant and low-income families to get information to and input from them; Connectors also invite parents to our Multilingual Coffee hours and to the hotline.
b) tested a model where a Parent Liaison and Lead Parent Connectors develop and implement the details of face-to-face and phone-based outreach, follow up on specific parent needs, and help parents access interpretation;
c) piloted initial use of our open source hotline, on which parent “Translators of the Month” translate and record information about events, issues, and opportunities.

We're pleased to announce that next year the Healey School will have a district-funded, part-time parent liaison to manage volunteers, reach out to ELL families, and oversee a new Welcome Center, designed to provide a welcoming space at the Healey to all families. We're working with the incoming Principal, Jill Geiser, to build on our insights from the Connector Network as she designs the responsibilities of this new position.

Final thoughts

Overall, we’ve been exploring a cost-effective hybrid of volunteer efforts to connect parents to other parents and “infrastructure” that includes paid school staff. As mentioned above, a key issue we addressed in the Parent Connector Project was the line between translation/interpretation that bilingual parents can and will do as volunteers to serve their community, and when the district has to pay professionals. A parent in a federally funded district has a civil right to translation and interpretation if she needs it to access important parent information (including at parent-teacher conferences). But all districts are strapped for money and bilingual skills are true community resources. How to tap those resources without overtaxing volunteers, and without asking volunteers to do the sort of work that really should be done by paid professionals?

In our case, we isolated an aspect of the infrastructure that volunteers couldn’t cover and argued that a bilingual staff member be employed part-time to cover it. We reasoned that volunteers shouldn't be asked to ensure that parents get Special Education services for their children or be responsible for requesting paid interpreters from the district. Paid staff in any district should be on top of such “case management.” But volunteers may be able to do something no staff member can do so easily: build friendships that glue parents in as partners in student success.

Questions to Ask Yourself if You’re Tackling Similar Things Where You Live

What big issues would we recommend others think about in their own attempts to improve communications in public schools? Contact us to talk more!

Consider the current and needed schoolwide communication infrastructure at your school:

➢ Can everyone who needs to get and share important school information, get and share it? Do parents know who to talk to when they need information?
➢ Where do you put school information so that everyone in the school can see it?
➢ How do you share parent ideas around the school?
➢ What system do you have for translation and interpretation, in particular?
➢ How can you tap local bilingualism, either paying people to translate material or organizing bilingual volunteers to pitch in on translation and interpretation in a way that doesn't take too much of their time?
➢ How can you build on parent-parent relationships to pull all parents into school events and conversation?
➢ What tech training do parents need in order to get information? How could you help all parents get this training?
➢ Which efforts at parent information should be a task for school staff rather than volunteers?

Technological how-tos

Here's where we describe "how to" use every tool we used, so that others could do the same. We also describe "how to" make every tool we made!

We’re using a Googledoc as one organized place for a Connector list of resources relevant to Somerville's immigrant families: https://docs.google.com/document/d/15eF7hZP5DUCwl92WTYcOrElUWDICTdx69WjDgs8UfOI/edit

See http://www.google.com/google-d-s/tour1.html for instructions on starting a Googledoc. (Note: to use googledocs, users need gmail accounts to view any googledocs that are set as "private.")

While some school systems get parents' permission en masse to release their information to other parents in a School Directory, administrators asked us to take care to ask each parent's permission for releasing information to their Connector (see Expanded story on this aspect of the project). We use Editgrid for secure lists of approved parent contact info for Connector use. See editgrid.com for instructions on starting and using Editgrid's spreadsheets. (At this time of this writing, Google spreadsheets don't allow sorting by any column, whereas Editgrid spreadsheets do.)

We used Google Translate for some first-pass translations of material for the hotline or other school channels, but bilingual parents still had to correct the translations. See http://translate.google.com/support/ for tips on using Google Translate.

With the Healey's principals, Connectors have experimented with recording translated robocalls home, using Connect-Ed, the district’s existing system for sending calls to many families at once. As described in the Expanded story, in our case, we learned to target robocalls to one language group at a time instead of recording all four at once, because robocalls often cut off after the first two languages (and because Portuguese and Haitian Creole were always last). We also asked Connectors to record some robocalls in their friendly parent voices, which drew some parents to PTA night!

On the hotline: Local technologist Seth prototyped our first hotline, and in spring 2011, we were still recording voices or saving audio files onto Seth's computer -- see photo of Maria and Seth above. At that point, Leo Burd from the Center for Civic Media then made the professional version that we began piloting in 2011-12. (Here's Leo talking about his VOIPDrupal software: http://www.youtube.com/watch?v=C8NCRLCdPno&noredirect=1). See here for Leo's explanations of the programming. Leo's goal is for the software to be developed quickly by any community that wants to use it.

Click here for the Summary on this project; click here for the Expanded story on this project.

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