Parent connector network/ahas - Revision history

Jc at 02:10, 16 September 2011

2011-09-16T02:10:07Z

68.107.118.212 at 04:42, 30 August 2011

2011-08-30T04:42:20Z

← Older revision		Revision as of 04:42, 30 August 2011
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	'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas” -- the moments when we figured something out.		'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas” -- the moments when we figured something important out.

	'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?		'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?

68.107.118.212 at 04:37, 30 August 2011

2011-08-30T04:37:22Z

← Older revision		Revision as of 04:37, 30 August 2011
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	'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our ~~“ahas~~.~~” We’ll consider OneVille’s research questions:~~		'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas” -- the moments when we figured something out.

	*''Who needs to communicate what info to whom, through which media, in order to support young people?

	*''Which barriers are in the way of such communication, and how might these barriers be overcome?

	*''How might basic tech 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 and to build relationships?

	'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?		'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?
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	--------------------		--------------------
	ADD PHOTOS OF CONNECTORS AND VIDEOS OF THE DIAGRAMS, TO BRING THIS ALIVE. (CONSIDER VIDEO INTERVIEWS W/ SOME CONNECTORS TOO!)		ADD MORE PHOTOS OF CONNECTORS AND VIDEOS OF THE DIAGRAMS, TO BRING THIS ALIVE. (CONSIDER VIDEO INTERVIEWS W/ SOME CONNECTORS TOO!)

	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 in 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).		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 in 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).

Jc: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT */

2011-08-28T17:38:11Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT

← Older revision		Revision as of 17:38, 28 August 2011
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	==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==		==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==

	[[Image:~~A busy library at~~ Reading Night.jpg\|thumb\|~~A busy library at Reading Night]]~~		[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]
	~~[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at~~ Reading Night]]

	In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!		In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!
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	'''IMPLEMENTATION AHA: If face to face outreach one by one is draining the resources of volunteers, try reaching those clustered in one place -- in this case, kids!		'''IMPLEMENTATION AHA: If face to face outreach one by one is draining the resources of volunteers, try reaching those clustered in one place -- in this case, kids!

	[[Image:~~Running up the Healey stairs to a~~ Reading Night.jpg\|thumb\|~~Running up the Healey stairs to a~~ Reading Night]]		[[Image:A busy library at Reading Night.jpg\|thumb\|A busy library at Reading Night]]
			[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]
	[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]

Jc: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT */

2011-08-28T17:36:33Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT

← Older revision		Revision as of 17:36, 28 August 2011
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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]]		[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]
	~~[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]~~
	[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]

Jc: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT */

2011-08-28T17:35:36Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT

← Older revision		Revision as of 17:35, 28 August 2011
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	==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==		==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==

			[[Image:A busy library at Reading Night.jpg\|thumb\|A busy library at Reading Night]]
	[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]		[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]
	~~[[Image:A busy library at Reading Night.jpg\|thumb\|A busy library at Reading Night]]~~

	In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!		In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!

Jc: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT */

2011-08-28T17:34:37Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT

← Older revision		Revision as of 17:34, 28 August 2011
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	==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==		==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==

			[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]
			[[Image:A busy library at Reading Night.jpg\|thumb\|A busy library at Reading Night]]

	In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!		In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!
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	[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]		[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]
	[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]
	~~[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]~~

	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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.		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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.

24.91.43.221: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING KNIGHT */

2011-08-24T19:53:18Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING KNIGHT

← Older revision		Revision as of 19:53, 24 August 2011
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	From the beginning, we wrestled with the particular issue of connecting English-speaking parents and staff with parents speaking other languages -- and with getting information written in English translated. Over time, we realized the particular need for improving the communication infrastructure for translation and interpretation and focused fully on the Parent Connector Network in winter/spring 2011. But let us share the story of how we got there! It's a story of friendships sparking school improvements and vice versa.		From the beginning, we wrestled with the particular issue of connecting English-speaking parents and staff with parents speaking other languages -- and with getting information written in English translated. Over time, we realized the particular need for improving the communication infrastructure for translation and interpretation and focused fully on the Parent Connector Network in winter/spring 2011. But let us share the story of how we got there! It's a story of friendships sparking school improvements and vice versa.

	==SCHOOLWIDE COMMUNICATION EFFORT 1: READING ~~KNIGHT~~==		==SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT==

	In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!		In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!

24.91.43.221 at 19:53, 24 August 2011

2011-08-24T19:53:06Z

← Older revision		Revision as of 19:53, 24 August 2011
Line 26:		Line 26:
	From the beginning, we wrestled with the particular issue of connecting English-speaking parents and staff with parents speaking other languages -- and with getting information written in English translated. Over time, we realized the particular need for improving the communication infrastructure for translation and interpretation and focused fully on the Parent Connector Network in winter/spring 2011. But let us share the story of how we got there! It's a story of friendships sparking school improvements and vice versa.		From the beginning, we wrestled with the particular issue of connecting English-speaking parents and staff with parents speaking other languages -- and with getting information written in English translated. Over time, we realized the particular need for improving the communication infrastructure for translation and interpretation and focused fully on the Parent Connector Network in winter/spring 2011. But let us share the story of how we got there! It's a story of friendships sparking school improvements and vice versa.

	==SCHOOLWIDE COMMUNICATION EFFORT 1: READING ~~NIGHT~~==		==SCHOOLWIDE COMMUNICATION EFFORT 1: READING KNIGHT==

	In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!		In fall 2009, Mica and Consuelo, both parents in the Kindergarten hallway at the Healey School, met at a parent coffee hour with the principal and discovered a mutual interest in starting conversations across language and program. We immediately started talking to other parents about the idea of “OneVille” -- in this case, linking families who shared a pretty divided school -- and a design partnership at the Healey began to sprout!

24.91.43.221: /* SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT */

2011-08-24T08:09:40Z

SCHOOLWIDE COMMUNICATION EFFORT 1: READING NIGHT

← Older revision		Revision as of 08:09, 24 August 2011
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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]]		[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]
	[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]		[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]
	[[Image: Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]
			[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]

	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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.		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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.

← Older revision		Revision as of 17:36, 28 August 2011
Line 54:		Line 54:

	[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]		[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]
	~~[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]~~
	[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]

← Older revision		Revision as of 08:09, 24 August 2011
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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]]		[[Image:Running up the Healey stairs to a Reading Night.jpg\|thumb\|Running up the Healey stairs to a Reading Night]]
	[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]		[[Image:Watching other children do a play at a Reading Night.jpg\|thumb\|Watching other children do a play at a Reading Night]]
	[[Image: Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]		[[Image:Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night.jpg\|thumb\|Bern Ewah, Healey parent, tells folk tales from Nigeria at a Reading Night]]
			[[Image:Parents and children working together at Reading Night.jpg\|thumb\|Parents and children working together at Reading Night]]

	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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.		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). But as it turned out, what many parents most needed (or wanted!) was a chance to talk quietly to other parents. We learned to make time in Reading Nights to get parents together on the side to talk together about our children’s reading struggles, as our children did activities. (This required parents who could interpret for others.) In part from listening to parents who ended up taking care of the kids, missing the parent-to-parent conversation, and getting frustrated, we realized parents really needed opportunities to become and make friends.