June 2004

Joe Krumm, APR
Director of Community and Government Relations
North Clackamas Schools
4444 SE Lake Road
Milwaukie OR 97222
(503) 653-3650

North Clackamas School District Web Site

BACKGROUND

Results from the 2000 census and increases in minority student registration have shown that more non- English speaking families are joining our community. (Over the last five years, English as a Second Language enrollees have increased from 400 to 1,800 students). This trend, combined with ongoing school district efforts to improve communication with all families, and recommendations from the North Clackamas Diversity Task Force (est. 1995) to promote understanding and tolerance among a variety of dissimilar groups and cultures prompted the initiation of Action Plan 12 (AP 12).

The AP 12 mission statement follows: “The expansion of one-way and two-way communication and engagement programs for non- English speaking homes which will incorporate best practices to encourage non-English speaking communities to provide meaningful input and feedback in the direction and operation of schools.”

Once the task was clarified, and a core group of four volunteers was established, it was determined that we needed baseline information before we could proceed. The core group of volunteers included the Director of Community and Government Relations, ELL/Title 1 Director, Translation Specialist, and community representative from the Diversity Task Force. They invited outside specialists to help them with their work.

We asked these and similar questions of different focus groups:

• What does your group need to know about us (U.S. school system)?
• What do we (as a school district) need to know about you?
• What does your group need to know about NC12 (school district)?
• What do you wish you knew when you first moved to the area?

A review of responses revealed that a number of common themes appeared repeatedly, ranging from questions about school immunization requirements to suggestions that school personnel needed to be wary of making generalizations about non-English speaking families new to the community.

PLANNING THE ORIENTATION FAIR

As a committee, we functioned at multiple levels during a nine-month period.

For example, we:

• researched and collected baseline data;
• translated existing, prioritized documents;
• clarified the process used for obtaining interpretive services; and 
• incorporated trainings and demonstrations into scheduled departmental meetings to maximize contact with targeted district personnel.

An information gathering/ focus group session with the English Language Learners (ELL) staff yielded a tremendous amount of information. Since this group of people is often perceived as a “bridge” between cultures, their insights and observations were extremely helpful.

As part of the broader action plan, principals were expected to host multicultural open houses or school-based orientations for second language families. The team decided to use a lecture to help model effective interpretation techniques. The principals listened to a presentation in Spanish about how to host their events. The presentation was translated into English using interpreters and headphones. Comments gathered from the session allowed the team to learn what communication problems exist from the educator point of view.

Focus groups with minority citizens were also used to learn more about communication issues, but were more difficult to plan and to attract participants. Also, the “focus group” forum is not as commonly used in other cultures as it is here.

During a brainstorming session, the idea to address frequently raised issues and the presentation of answers in a single venue emerged in the format of a multilingual School Orientation Fair.

We planned for the fair to be held in the commons of one of our most culturally diverse high schools, for late August, just before the start of the new school year. It was important to set a date as soon as we were committed to this project to start planning and to maximize the timeliness of the information for the intended audience.

From our list of recurrent issues, we chose topic areas and matched them with district personnel who could speak as the best resource person for the chosen subject. These presenters were either asked to script their comments or they were given a general script to follow in order to keep both the general session on schedule, and to facilitate simultaneous interpretation for those using the headphones.

Others were asked to host tables holding translated handouts expanding upon the general session topics. Tables had experts in curriculum, health, transportation, registration, and district services for special needs and language learners. A few tables had FYI information about PTA and volunteer options, county social services (food bank), and a very popular “employment opportunity” table.

Our next challenge was how to get the word out about the fair. From prior research we knew that attendance might be greater if participants were invited three different ways. Using lists of families known to the ELL program, we were able to announce the news about an upcoming fair by inviting “face to face,” through mailers, and via a follow-up (asking for commitment) phone call, using native language speakers. (During this call, the staff person was also able to determine if the family needed transportation to the event).

Other attempts to publicize the event were made by: creating and hanging 200 posters translated into six languages at the entrance to all district schools, in stores, churches and businesses patronized by minority families, and by newspaper and native language radio station announcements.

DOING THE PROJECT – AND COMMUNICATING ABOUT IT 

An informal rehearsal was held the evening before the fair. Besides giving the presenters a chance to learn how to work effectively with an interpreter, we used this opportunity to tape individual segments for an orientation video planned for future use. It was also a good time to finalize the room floor plan and handle other last- minute logistics.

We had no firm estimate of how many non-English speaking families would at tend, but were pleased to note that the entire area designated for our audience was filled with an estimated 45 families, approximately sixty adults. About 25 people arrived by two school buses provided by the district to eliminate the barrier of distance or lack of transportation.

As participants entered the high school cafeteria, they were greeted and asked to give their names and contact information for future reference. Each family group was given a folder decorated with the district motto translated into six languages containing an agenda, and post-session evaluation form (also translated), a sharpened pencil, blank paper, and a map of the district. Earphones were issued to all adults and an interpreter met and escorted them to the seating area. Families with small children were offered childcare in an adjacent room during the general session.

The speakers and audience were taped during and after the general presentation for incorporation into the video. After the general session, all were invited to visit the refreshment table for cookies, tea, coffee or juice, and to circulate around the room to pick up specific, language appropriate information sheets. The audience was asked to return their completed evaluations when they turned in their earphones.

HOW WELL IT WORKED

The majority of returned evaluation forms were in Spanish (22) with one in Russian. Again, major themes ran through the responses. People liked the way topics important to them were discussed and explained in their own language. They reacted positively to the way they were treated and appreciated the manner in which their questions were answered. The most frequent suggestion for change was to schedule the fair earlier so that the attendees would have more time to act upon the information provided before school begins. The final open-ended question asking for other comments was the least answered. Most were “thank yous” for holding the fair, for the information and for the interpreters’ help. Others were isolated suggestions to include topics not covered, such as school athletics and more “take home” information for those who were not in attendance.

It is difficult to quantify or measure the atmosphere of positive energy that was generated during that evening. Staff comments ranged from “Thank you for inviting me to participate” (a presenter), to “You really did listen to what we had to say” (from ELL assistant). It was an unexpected benefit to learn that so many district employees were as enthusiastic about holding and helping with this event as the planning group.

The AP 12 team met immediately after the event, and a few weeks later to determine what went well, what to improve, and to share general observations. By the second meeting, we had the copies of translated questionnaires to review that served as a basis for content changes that will be made in future events. A description of the fair was also included in a presentation to the Diversity Task Force during an update of AP12 activities. Committee members made suggestions for improvement, again involving content inclusions.

Thank you notes printed with the same layout of district motto (translated into six languages as used earlier) were sent to presenters, supporters and businesses that displayed our poster announcement. All committee members personally signed these, with personal messages included as appropriate.

PLANNING THE FUTURE

• The School Orientation Fair will be an annual event; planning for August ’04 is just about completed. We continue to revise the offerings, now including more community resources.
• The video is completed and will be translated and used for individual orientation of non-English speaking families whenever they enter the district. It will be shown as people enter this year’s event.
• An event planned to inform and improve understanding had the serendipitous effect of generating respect and good will between school personnel and the non-English speaking community. (From returned evaluation forms and staff comments).
• The district now has a unique design for the cover of its thank you notes. It features the district’s logo in multiple languages.