Features of Parent Communication


cloud communication archives

Cloud Communication Archives

All parent communication calls, texts and e-mails are attached to a student’s record and available for reference. Communication are easily stored and organized to empower superintendent's management of student data.

direct to parent phones

Direct to Parent Phones

Teachers can send texts directly to parent's phones. There are no required apps or portals for parents to engage with teachers. Direct messages is the best way to improve parent engagement.

call recording and transcriptions

Call Recording & Transcriptions

Calls are recorded and transcribed, ideal for eliminating miscommunication between teachers and parents. All parent communication records are available within the superintendent portal.

email and text language translations

Email & Text Language Translations

E-mails and texts can be translated into 100+ languages to  reach parents despite any language barriers. Improve your parent engagement for your most culturally diverse school districts.

Beyond the Traditional Parent Call Log

As a Superintendent, what do you do when a Parent Calls?

Text messages, phone recordings and emails are all captured and tracked to the student's record. The record, called the Student Card, gives educators a real-time picture of all data associated with that student including benchmarks, state assessments, grades, discipline, attendance and more. No other parent communication software provides tools for data analytics and parent communication from the same single system. When data and communication are combined, educators can begin to see the real effect of parent engagement on a student's educational journey.

WHITE PAPER

Learn How These School Districts Are Improving Parent Engagement


White Paper Parent Engagement and Student SuccessReview strategies on increasing parent engagement by challenging the traditional perspectives on parent involvement. Gain perspective on navigating the spheres of parents’ influence on students’ learning and discover ways to support the student-teacher relationship to achieve your desired outcomes.

Collaboration is key. Although you have goals for your district, school, and classroom, work with parents to identify and establish goals that you’ll mutually work on with their child. An underlying theory of successful school-community partnerships is that schools should not operate separately from families and communities but instead they should function as collaborative partnerships.
READ THE STUDY

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Guide: How to Engage with Parents


While the relationship between school and home may seem to hinge on big visible events like successful football games and new buildings, the reality is that healthy relationships are forged from one-on-one interactions and consistent mutual respect.

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Case Study: Turn Student Information into Parent Conversation


When teachers have access to real-time student data, they are empowered to communicate with parents on a deeper level, one that builds a relationship that will help parents better support their children academically.

Meaningful communication is more than an announcement or reminder. It should:


  • Be a conversation that strengthens the relationship between school and home.
  • Align home and school for student success
  • Be student-specific, not a one-way mass message
  • Enable educators to take action in the best interest of the student.
  • Become a part of a students record and contributes to a more holistic view of the child.
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History of Parent Engagement


When it comes to a student’s educational journey, complete with all its struggles and successes, it’s abundantly clear that no single person is wholly responsible.

Teams of teachers, administrators, interventionists, and to no lesser degree, families, play a role in supporting and leading each student. However, the intentional inclusion of robust parent engagement has not always been the case.

In the last two centuries, compulsory education has gradually led to a separation in communication between school and home. As the developed world incorporated education as a state-sponsored right, families fell into the role of fund raisers for extra needs. It’s only been in the last few decades that the role of parents in a student’s education has become a focus, and with good reason.

Research shows that engaged parents lead to:

  • Increased homework completion
  • Higher attendance rates
  • Fewer disciplinary issues
  • Overall better achievement

That is why “parent engagement” has become a popular buzzword in education. However, real engagement, or the personal act of supporting and participating in a student’s educational journey, is a fairly tricky task for schools to encourage or measure.

Because approximately 75-85% of a student’s waking hours are spent outside the classroom, communication between home and school is incredibly important. In addition, existing parent engagement may be obscured by busy schedules, cultural and language barriers, as well as socio-economic status or unwelcoming environments. What may look to be a lack of engagement, is actually a lack of visibility for the team inside the school.

Zarate’s research on Latino parent engagement found, for example, that traditional forms of parent involvement like back-to-school nights or open houses lacked appeal and importance. While Latino parents may seem uninterested in those particular activities, Zarate’s findings lined up with research that found in some Hispanic cultures, teachers are viewed as experts. It may be that Latino parents defer decision making to teachers. What had been interpreted as lack of engagement is in fact a cultural difference and a lack of measurability.

Our understanding of these complexities, and above all, our openness to difference is the biggest hurdle in creating a cohesive team of engaged parents and informed educators. Not only must existing engagement be acknowledged and encouraged, but further participation and support must be fostered. As we think about strengthening communication from school to home and vice versa, we must ask ourselves whether or not we are open to the variances in types of engagement from our communities.