Please stand by for realtime captions. >> >> We will begin webinar shortly. We are having a slight audio issue. ROLL TIDE and we will get started very shortly. >> Sarah, are you there? >> There you go. I had to unmute all of the lines. I'm not sure what's going on. It won't let me unmute everyone. Hold on one second. Sorry for this. >> Are you both able to get on camera? >> Yes. We can start sharing now. Would you like us to? >> That WOULD BE wonderful. Thank you. >> I'm sharing right now. >> I'm going to ask if everyone listening on the call, if you could mooch reliance manually through your phones. For some reason we are having an issue with muting that way there won't be any background interference while the presenters are talking. That would be wonderful. >> [ Indiscernible - low volume ] first I want to welcome everyone. [ Indiscernible - low volume ] you'll be introduced to today's presenters. I'm hearing a little bit of background. >> [ Indiscernible - low volume ] >> All right. Let me try that again. Okay. All right. First of all, I'm going to let you know there will be a question and answer session at the end of the presentation. You are welcome to write your questions in the chat box any time during the presentation it will be monitored throughout the webinar. And then at the end once the presenters are done we can go through all of those questions. I want to let you know this webinar will be recorded and archived. It will be posted on our website in the next couple of days. I'm going to start the recording now. In a moment Thomas Sam, I will Q you in and let you know when to start. >> Things are going a little slow this morning. There you go. Sam, go ahead. >> Thanks. This is Sam Morgan. I'm the codirector of NCDB. On filling in for Megan today, because Megan is traveling right now to a conference. So, today I will introduce both of our presenters and I will help facilitate the Q&A at the end. I can, just as a reminder, feel free to put your questions in the chat pod and that will make sure that you don't forget them and we will be able to get to them at the end of the presentation during the Q&A. I will introduce the presenters. First of all, Sarah Ottow is a professional learning specialist improving cultural understanding, communication, and collaboration with the most 20 years of teaching, training, and coaching experience. Having taught English language literacy skills to every age group, including adults there has enjoyed working in public and private schools, nonprofit organizations, and corporations across the U.S. and internationally. Sarah has a Masters in curriculum and instruction with a focus on social justice and urban education. Has earned certificates in general education, English as a second language, bilingual education, reading coaching, and mentoring. She is currently earning her diversity and inclusion leadership certificate from Cornell. She has extensive experience as an instructor in Khartoum supervisor for several educator preparation and Masters programs. All designed through innovative action research based models for maximum impact and sustainability. There is the owner of Confianza LLC where she and her team of consultants support schools and organizations face-to-face and online to positively and proactively respond to increasingly diverse populations. Drinks there on the presentation today is her calling Sarah Said. Sarah? Okay. Sarah has 15 years of expense working with English which learners in the Chicagoland area from all parts of the world as a teacher, building administrator, district level director of English learner bilingual programs. In her current role as a district level director Sarah [ INAUDIBLE ] >> Just, I'm sorry, there are some people who are not muted. Please star six and mute your phone. That would be great. Thank you, everybody. Sorry about that. Just to finish Sarah Said's introduction, a contributor who has worked with students of multiple language groups and has experienced working with Arabic speakers she has worked at every level from some capacity from prekindergarten to adults there has a BA in English education and her immediate in instructional leadership with a focus on literacy and language, culture. She also has a Masters degree in educational leadership there is an advocate for equity in schools and strives to give the best to all students. Want to welcome both of you and thank you so much for joining us today and sharing your wisdom with us. >> Thank you so much for having us, Sam and Haley. Welcome to everyone. I want to make sure everybody, if you are watching and if you are able to CS I'm Sarah Ottow with the glasses. There two there is here. Sarah Said is here as well. Yeah. We are really excited to be here today. As Sam said, organization that I have is Confianza. Welcome to you if you're new. Welcome to the webinar series. I'm going to be framing our day-to-day before we get into the work of our special guest, Sarah Said. Welcome to you, Sarah Said. >> Hi. Thank you all for having me. My name is Sarah Said. I am very passionate about family engagement and equity in our schools. I'm excited to be with you guys. I work with English learners for about 15 years. At the school level and the district level. My current role as I serve as the director of Langwood and equity programs. I get to support English learner programs and equity initiative as well. >> Wonderful. Thank you again. We are so happy that you're joining us today with your extra passion and knowledge around serving multicultural, multi-linguistic families. If you are curious to learn more, if you haven't checked it out there are materials with this webinar and all of them but many come from Sarah and myself and our team on our website. If you can, feel free to go to the website where if you can see this screen it is to be Dobey to be.dll students.com I will be bringing you back to our website at the end of our session today so that you can go into a little more depth, particularly, the articles Sarah has written and myself around family engagement strategies. Today will be an overview around having informed practices. Reaching out to families and going deeper from where we were last time. If you joined us for the last partnership webinar please feel free to refer to that if you didn't, check it out on the archives. The first webinar I presented was not culturally responsive partnerships. I'm talking about bias and where to start wrestling which learners. Today we're going to be going through informed practices and going a little deeper into how to reach out to families what are effective dissemination strategies that Sarah recommends, including technology tools? That can help us bridge the gap. Language and potentially culture. The last part of our time together will be what about when we find them? Then what do we do? How do we continue to build those relationships and build those coalitions with families so we can help their children? I know all of you are working in very important roles in wearing many different hats and supporting the families of the children that you serve. We really appreciate that and we really have enjoyed, I have enjoyed learning from you. I know Sarah is looking over to learning US-led. >> The last webinar that we will have in July, on July 26, will be on how to go even deeper into parent advisory councils and building those ambassador relationships. We will also have a special guest from our team, Amy Malik will be talking about her work, which Sarah also does this work of advisory councils in their districts we're looking forward to that one as well. If you had a chance to view the pre-webinar video you were able to hear some perspectives from several families of what we call DLL families. English language learners again, the students and families who are learning and wish as a second, third, fourth, or maybe even fifth language. This video was able to share with you what it is like, perhaps, from some families perspectives. As we talked about in the first webinar and will stress again today, there is no one size fits all. As we can learn from different strategies and family portraits we need to remember that it all starts with the relationships. I'm going to launch into our webinar today by really stressing that we need to build these strong connections with each other. We know in our network. Also, with the families and the children on mutual respect and trust. That is the meaning of the word Confianza, which is our organization. It's a cultural connection that means confidence and means we have that mutual trust in each other and we have that mutual respect because we know that it's not just about, again, a one-size-fits-all. On the slide I have four points to review to free. The first is when we are building these strong connections built around mutual respect and trust we want to think about the difference between family engagement versus rental involvement. I have been working in schools and organizations for almost 20 years and I have seen, in my time that used to be called.'s involvement. Now we really want to shift to parent engagement what is the difference? Well, parent involvement, personal, means parents. We know not all families have the traditional nuclear parent structure. We want to honor different types of people and students families. The other piece of it is involvement. Involvement snows a one-way relationship between us, the school, the network, and a home. Engagement is a two wake connotation. Engagement means that mutual relationship and making sure it's not a one-way communication, as Sarah will discuss later. It's really about that two way communication and two way Glacier ship the second point here is analyzing root causes of disengagement. This I'm going to go into in a moment about getting under and reframing our deficit language. If we think that a family might not be working with us because of just a link which barrier there might actually be a deeper root cause, as a matter of fact. Hitting to know the families and building those coalitions with people from the same cultural community can help us see maybe it's not just a link which barrier. Maybe there is something, as Sarah Said will talk about later, that's an affront to the family. Maybe we are coming on from our white racial frame culture as a coat, posted think about what it's like from a nonwhite and non-monolingual English speaking culture. We need to think about those deeper levels of culture. The third point is to start with strength again, that is really to remember as challenging as this work can be, as I'm sure you all well know, in your many, many hats that you wear, that it can be frustrating for many reasons. As we start with strength and always think what is the family bring? What are those funds of knowledge or cultural capital that we can always build on in terms of strength? Finally, as we want to get towards co-creating and creating goals that are viable we don't want to start with something that's too challenging to one particular family or one which group that we are learning about we want to take that one step forward. I talked about this last time. I know Megan and Sam are really supporting you all in this work. This isn't about taking everything we are sharing with you today and doing all of it. It's really about taking one step forward and creating a viable goal for yourself and for the families or even just one family that you are working with. This idea of deficit based language, again, these points are all from resources that I will be sharing with you again at the end of the slideshow that are available for you. This is from an article I wrote about building strong connections and reframing deficit based linkage. On the slide it has three different examples of deficit based language. One is the student doesn't have any support at home. The second is DLL families just don't come to school. The third is, if only the family would just get involved, the student would do better. These are pretty deficit based ways of talking about families. There's a lot of does not, don't, we are just, kind of mega Tory obsoletes. When we begin absolutes our language can frame how we feel and how we behave. We went to backup and think about how we can even use our language in ways that are very respectful and more asset-based. Instead of using these examples here one could say, I wonder what's going on at home or what I could do to bridge the gap, to help the family feel comfortable and make sure they know we are partners? That is a very different way of saying the student isn't participating or the family is not reaching out. We really want it to be that two way relationship. One more little point I would like to make before we hand it over to our special guest is this idea of surface culture and deep culture. There's an iceberg here, which is the symbol that we often use a talk about culture. On the surface we have things that we can see like food and dress and music, language, art, holidays, even language. I talked about this in the first webinar. These are things that might be easy and even ways to stereotype what we don't often see is a deep culture. Those are about time, family structure, concepts about disability, behaviors, body language, all of those things are the things that take longer to learn about. It really requires active listening and deeper relationships built on mutual respect and trust. Those are couple of points that I would like to frame our day with. Today we before moving to Sarah Said. So, with that I would like to handed over to our special guest. Welcome again, Sarah. >> Thank you so much, Sarah, for having me. I'm excited to meet and talk to this community. Sarah talked about family engagement and how it is really something that we need to talk about as asset-based and attending to the needs of our families. One of the articles that is featured here that I wrote is family engagement is more than a multicultural potluck. So, over my 15 years in a lot of places I have been to and a lot of places I have worked family engagement was just that, we're going to have this one time a year multicultural potluck and that's it. Engagement needs to be consistent and it needs to involve parents voice. That's one of the things I want to emphasize. The other thing, the five mistakes we make, those mistakes are not communicating through the right channels, not having events at the right time that are convenient for families, cultural relevance, financial burdens, and having events that can be a financial burden, and having restrictions at our events. Those are the things we will read about in those articles and how we can overcome those mistakes so we can accommodate families to be more engaged. As we talk about this and we explore this we want to think more about giving families a voice in that engagement. That is what that really means, to emphasize that parents have a voice and that their voice is heard. This year our parent group that we started in my school, the multilingual parent advisory crew counsel, at our school we call it a crew. We are a specialized school that operates in crews. We emphasize parents deserve a voice. What I was planning this year on the calendar, I had to our parents and officers what would you like to see in engagement? What does that mean to you? What would you like us to provide for you? Some of them have said can we have meetings about strategies to work with our kids at home? Absolutely. Can we have meetings that emphasize the work for children so we can learn more about the curriculum? Yes. We need to make sure that these programs are of interest and convenient to families. I have seen a school that had done a family painting night and try to charge families $30 to enter the paint tonight families didn't have that money so there was nobody at paint tonight well, it's because it was a financial burden and it wasn't something families found interesting and it wasn't convenient. How do you provide that convenience? Sometimes it's transportation. Our parents may not have the means for transportation, so either having the event at a place that is central that everybody can walk to or providing transportation may be something that really supports parents in attending and engaging the school. Also, babysitting. In every place I have worked babysitting has been an issue where families want to come, but they don't have child care for younger children and they feel bad that their younger children are making noise and they feel that they may not be able to listen to what the event has to offer, because their children are there. We always try to provide babysitting and childcare so that families have something so that they can listen to and engage with whatever professional development or whatever meeting or event we are providing to the family. We have events that are family-friendly where families can bring their children and engage with their children at the event it depends on what it is and what your families need. That's what's important. How do we really try to bring our families closer to our communities? We partner with them. Again, we don't create an impact schedule or a schedule ourselves, we try to work with families to create those schedules whether it be through surveys or having conversations. One of the things we do at my institution is all administrators are actually outside and every day when families drive up we are actually walking students out of the cars and into the school. One of the other things that we do, and we have conversations on a daily basis, one of the other things we do is make sure that we are connecting with families through multiple modal self-medication. That is what it is. It is being creative with how you connect. We use certain textual set support this. We also have other means, like I said, being outside everyday or being a community event. >> Sarah, and I jump in here as you are sharing, as you are sharing these ideas? It sounds like your sharing, going to go back to these slides, that parents deserve a voice. Just emphasizing that alone is really important. Is that right? >> Yeah. And telling parents, directly telling parents you have a voice and we care about what you have to say. You'd be surprised at how many parents don't hear that. >> Okay. Just saying that alone is a really important strategy as well as the second one to reiterate is you gave your sample of making sure that the program itself is really what families need. That goes to the third one, which is really asking them, partnering with them. Right? >> Yes. >> And be creative on how you do that. You talk about waiting outside or finding different times of the day and modalities for them. >> Yes. One of the things that was powerful for me this year was passing out a survey and having families complete that survey. We made sure that survey was linguistically friendly. Making sure that survey is in all of the languages that your program supports is very important as well. With some parents in the past I have actually sat down and did the writing for the parents myself with the survey so their voice could be heard. One of my parents struggled with writing. I made sure she told me what she had to say and I completed it for her. Also, just having good, honest conversations. This year at the end of the year we actually did what I called Golden ropes we ask their parents, okay, how can our program glow or how does our program glow for you this year? What have we done that you liked and how can we grow? What you think we need to do to provide you with what you need? We posted posted's and we went to the post-its and we had a conversation about what the next steps are. >> That's great. Login, really taking the time to find ways that you can actively listen to families is key. I would like to have a folks process some of the things Sarah Said offered here and actually go to our first poll. So, the poll is popping up. Just in case you can't see it or you are listening to us only what we have are four different options. Number one, emphasize the parents deserve a voice. Just simply saying that, restating it, emphasizing it over and over and not making it an implicit thing, but very explicit. Is that something you have tried? Two, making sure that programs are of interest and are convenient as much as possible. That goes to really listening to them and thinking about time and space and all of those aspects of event planning. The third is the partnering, really asking them. A survey was a great idea for that. The last one is being creative with how we connect. Whether it's walking down the street as opposed to picking up the phone, different modalities, different ways to really hear what they need is critical. Let's see what we have here. Okay. It looks like we have a lot of people that are being creative. I'm sure this netbook is extremely creative in how you are connecting as well as emphasizing partnership piece I do want to share with everybody that I am seeing, it sounds like what most people in this network are doing are making sure that programs are of interest. They know they need to be of interest and convenient to families. Any responses to that, Sarah, as you see the results and hear the results from the >> I do we are a lot of making sure that programs need to be of interest and convenient for families. I see that has been, with this group that has been a big priority. I think that some of us may want some more tips on how we can be creative and how we connect we will talk about the different tools we can use. And building those partnerships. What I'm going to say is those partnerships really do take a lot of time. You really have to work at building that relationship and talking to people. It's not going happen in one day. Not as much as we want it to. Your engagement, it may start off slow, but you have to keep working at it to get it to take off. Kind of like the research that says with marketing people need to see something seven times in order to buy in. Think about that with your families. They need to keep seeing you over and over again. >> Is like PR, like public relations. Right? Really being visible multiple ways of getting in touch. Right? >> What I'm going to say is the old way of doing things is a letter in the backpack or the folder. Right? I don't check my daughter's folder all the time. Sometimes when those papers come in I miss those papers. We have busy lives. We work, sometimes one, two, three jobs. Sometimes when we get home at the end of the day we are tired and we don't check the backpack. It's easy. That's really sometimes what we will see with partnering families, fighting that way in to build the relationship. >> That's really helpful. Let's talk about textiles. Shall we? I know that you mentioned technology as one way. There are many ways. I'm going to move it along to textiles to communicate. You have given us four here, Sarah. Could you walk us through these? Even if you have some examples about these before we survey you all on which ones of these you have tried. >> One tool I really love and has been very popular in what I will call the DLL community is talking points. Talking points is a free app that was created by a woman whose parents spoke Korean. And they were still getting proficient in the English language. She felt like throughout her entire life her parents always had difficulty engaging with the school because of language. She developed this tech tool for families. I'm going to tell you, my own mother who spoke mostly Arabic would have benefited from this tool. What it is, I can actually put in the parents home language on my screen. Every parent put in the phone number and their home language and it generates a list I can send individual messages or I can send group messages and it will automatically translate that language into my message, into a text to appearance. The parent can actually reply back in their language and it comes back to me in whatever language I'm using whether the English were air., Whatever I choose to use for that for myself. It is really a nice two way system and it's convenient. I have built relationships with parents just using this tool. There was one time a year ago when the school was first developed and I was testing it that I actually walked a mother through the IEP process. Her child was receiving an IEP and she was scared and she didn't really understand what was happening. As we went through all the meetings and understanding all the data I used that tool to communicate with her. And build that relationship with her so she understood exactly what was happening. Also >> Go ahead, Sarah. I have a question. Your giving some good examples. Please continue >> Okay. Also, see some is a very powerful tool, especially when you're using it in a classroom. It will automatically set up into whatever language platform the parent has on their device. Seesaw, if you're getting the standard tool as a teacher it is >>>. And a child can actually turn around and use it on their own to where they can actually show their work or talk to somebody on their like create a video on their. Or teacher can post what is happening in their classroom VSE song. You can also send individual messages to parents if you'd like or group messages via seesaw and it will automatically work. It will automatically go into their language platform. >> My question is, if you have talking points it sounds like it's a text to text where it translates right? >> Yeah. >> And then seesaw is for students and families. If you working as a network provider, as the folks in this network are, where might you start? With the talking points text tool with that be a place you would recommend they would start? Or would you encourage them to try both? >> >> I would use talking points. I think that is very user-friendly and you can get too many families at once my last roll I was in so many places the talking points was easier for me to reach people it was easier for them to reach me. >> Okay. They don't actually have to be in person, right? You are able to text and maybe never even meet the family. Talking points allows you to have that relationship over text? >> Yes. I was driving across two districts in the Chicagoland area and using that constantly, because I had to be in so many places at once. >> That's great. Before we talk about the Google translate and Google force, voice, which is more for when you are in person with someone, the talking points and seesaw is when you don't have to be in person with that family. Could you tell us Sarah, about how any translation tool, does it actually always translate perfectly? Is there something we should be aware of around relying only on technology? What do we need to keep in mind? >> What I will say is Google translate has not been perfect. Talking points does use a Google translate platform. There are times when I will have to clarify, yes. Because it is not perfect. Sometimes if I don't speak the language I will have to use visuals. I will have to really work to get someone to really understand. But, with the languages that I know what I do is, say I want to send someone the document in Spanish, I will use Google translate as a starting point to start the translation for me and then I will edit it. Same thing with Arabic. With Korean I don't have that luxury. Sometimes I may want to try to rely on it out sword, outside advocate or use more visual and find ways that I can communicate with parents. Over the years I have communicated with parents who speak so many languages I have just had to really work hard to find solutions that support everyone. >> Okay. What is the difference between Google translate and Google voice if so many has never used those? >> Google translate will translate a document. I might type something in and translate it. Google voice, you can actually speak into a device and it will translate into words what you are saying. Sometimes it does use sound. You can have it use sounds. >> So, Google translate you can use to translate the documents. I also have it on my phone and I will use it when I'm working with multilingual populations I don't know electric often times you could just look up a word but you can also translate the whole document writing Google translate? >> Yeah. >> Google voice is just voice to voice. You can speak into it in Arabic and it puts, the app itself would speak to me in English if you and I were talking. Is that correct? >> It may give you text in English and it may give you sound. >> Great with that I did mention Google translate and Google voice are both apps. Are talking points and seesaw apps if people were to look into these? And where with a get them? >> You can get them on your iPhone app store. >> Okay. That's great. Gosh, the present the overview of that. I think I know all the tools and I don't. I talk to you every time you learn more about them. Let's move it to the pool. I'm curious to see what people have here. Which text tools might you want to try? This is an opportunity to get out there and let us know which one of these might suit your needs given your particular context. We have number one, talking points for the text app. And seesaw has more options for working with the school. That is two. 3 is Google translate for words or even documents. Number four is Google voice which is going to languages. These are all apps and are all free. You can't really lose anything by trying these. Okay. What we see here? 90 to .8%, if you're listening, to .8% of you want to try talking points. It sounds like you have a real need. What you think about that? >> It is. So much in my work. >> Use it a lot in your work? >> I do. Yes. That's the one I probably use the most. >> Sounds like a good place to start. >> When you use talking points can you write to several family at once or does one to one? >> You can any third set a mass message or you can send a one to one. >> That's really helpful because I think most of people want to try that. We also have some people that want to try seesaw. Excellent. Get in there and try it out. As well as Google translate and Google voice, they also seem to be some apps that folks here want to give a shot. Thanks again, Sarah, for those ideas. >> Thank you. >> We are going to move to the last parts of our presentation before we open it up for questions. So, Sarah Said has talked about general dissemination strategies in partnering. Then she went through some tools. Now you have perhaps built these preliminary relationships with families, then what? These are also tips on serious work posted in Confianza. She is going to talk through these five ideas about what to do once you have contact . >> Well, you need to have a clear purpose and make that purpose, whatever you are doing with families, you always need to tell them why. Let them marinate in it so they understand what the purpose is. Also, the event should be culturally engaging and relevant. As I talked earlier, I wouldn't have a page night for a family that doesn't care about painting. You need to make sure it's something they want to do and they are excited about. Understand the interest in needs of the families. My families what and home literacy strategies for their kids. That's what we have been doing, creating backpacks that kid can take home and borrow in their home language. We have been doing all kinds of things to support those needs. Listen, listen, listen. If you are not listening to your families you are not supporting them. You need to listen to what the needs are before you try to do anything. Try C toes or other events. I worked for -- very informal and parents would come in and he would sit down with them and say who is Spanish-speaking. Okay. I want you to tell me about everything you need right now. Our parents talked and told him exactly what they wanted and needed. That's really how we were able to support those parents and families as a community. >> What does that mean for people who are not Spanish speakers? >> I understand it means sitting down and being together and having a cup of coffee. >> As a Spanish speaker it literally translates to little coffee. As Sarah is seeing, is more culturally loaded. It's let's sit down and have a cup of coffee together and connect and learn. You are saying try to find spaces and times that work for families where there is no pressure. It is literally just being social and connecting to to hear what's on your mind. >> We found it worked better during the school day. A lot of the moms were working night shift in their jobs we did hours at 9:00 morning. It was a perfect time while the kids were in class to have a cup of coffee and talk to them. >> I gang, it is that schedule peace and finding out where the families are available and not assuming that every family has a 9:00 to 5:00 option. >> In my building we have and aftercare the goes until 6:30. I actually hold my meetings after 6:30 because that's when a lot of my parents are coming in, the families are coming in to pick up kids from the aftercare. I actually now doing 6:30 p.m. at night. My time shift with my family and I have to be flexible and available to them. >> Thank you so much. That is extremely helpful. So, as we wind out of this part of the presentation and move into the Q&A we want to make sure we have lots of time for your questions. With all that really helpful information that Sarah Said brought in, thank you again, Sarah for that, I do want to remind you as I have been working on this series with Megan that it is really about, as we say, taking action, but doing one next step. We have given you a lot of ideas. Maybe the one next step that you have is just let me check out talking points and see if I can start texting, texting some families I haven't been able to get in touch with because of the language. That's great. That's a wonderful place to start we are always moving through this call action cycle. We are asking questions and analyzing what's working let's try to figure out what's not working and then we are choosing that one action step. From there we assess and learn what may be worked and doesn't wasn't and what doesn't work and what we can do next. This is about you. This is about your family's that you are trying to reach, the families that you have relationships with trying to strengthen them. Trying to do all of that for the benefits of the children that you are working with. So, I do want to thank you again for joining us. I do want to point out, as you wrote will receive in the follow-up, there are two articles that we mentioned today. The strong connections built on Confianza be shared with you. That's one I wrote. Sarah Said series, family engagement. You can start by going to the family engagement is more than a cultural cultural potluck. From there it links you to the second, which is five mistakes that school districts make and how to address them. We did cover a lot of the points in those articles today at a high level. If you're looking for some deeper learning and more links and more ideas please feel free to check those out. As well as the guide called the language lands for content classrooms. I mentioned that in the last webinar. This is a book I just wrote for teachers, but it's also appropriate for service providers what you need to know about language learners? What is the 101? What is the nuts and bolts of language and culture? And making content no matter what our content is, assessable? With that I want to thank everybody. I'm going to hand it over to and as we wrap up and hear from you all about any questions that you may have. >> Thank you Sarah and Sarah. That was really great concrete information and great suggestions. So, if anybody has any questions we can turn to the chat pod. I see one from Julie in California. I don't know which one of you wants to take that. >> I see it in there. I could take it. Pretty much, what Julia is asking is are interesting tools to hear about and it requires literacy for the communication to be effective. Do have recommendations of ways to communicate with families via text that doesn't require a high level of literacy? What I was all, what I would also like to know about is the assess ability of these apps for members that are blind or visually impaired. That's a good question. With the sound I would recommend Google voice. You can speak into it. In terms of the visually impaired, I would have to get back to you on that. That is some research I would need to do. In terms of the voice, the voice can use Google voice and speak into the phone and it will translate what you are saying through sound. >> I'm curious about, Aztec continues to evolve what accommodations might even be available in these apps for visually impaired? I know with alt text accommodation in the work that Confianza has done with schools for the blind in this community here, that accommodation feature of being able to describe what is in the picture can you provide some of that accommodation for visually impaired folks. I'm curious, I think we can look into that more and see what might be available as opposed to having separate apps. There may be separate apps that might be just as reputable as the ones were talking about. I would be inclined to say it would make sense if these apps as they continue to get developed would be assessable for all. That would be my hope. I don't know if that answers your question completely, Julie. He said thank you. We will continue to learn about this. We are excited to learn from you in this work. We will see what more information we can find out to answer that question going forward. >> I will wait a couple of minutes and see if there are any other questions. I do want to emphasize as we are giving you a little more time here for other people to ask their questions, that going into the final session we are going to be getting into that idea of how to use, look at the cultural perspectives of our families and even providing what Sarah Said talked about with the parent advisory councils. There is more regulation that are being put in place in different states and even federally to encourage schools to have these structured developments in place. We hope they will continue to grow so that network providers like yourself can leverage parent advisory councils that are being built when you have, let's say in Sarah Said's case, you have Arabic speaking communities and you have an Arabic advisory Council of families from that community why not tap into that? That is really the next level, try to bring communities together in that way. >> Okay. It looks like Sylvia has a comment. Do you want to comment on that, Sarah? It looks like she really appreciates what you said about Aaron's voice. >> I really appreciate the comment. You are right. Our parents do deserve a voice and the right to gain power to make selected decisions when appropriate. Thank you all for what you do. This is good work and we have to continue to strive to build those relationships and really engage our families. >> Who do. I want to stress something I said last time and I want to say it again this time, that all families have rates. Many families don't know they have rights. Sometimes, as well know, it's our job to educate them on that. With language minority families there's a lot of barriers that are not just language, as we said, and culture. There is also potentially fear of legal status and notions about disability that could be very well blocking, and I'm sure you see that in your networks it could be blocking involvement and engagement with us. Certainly, letting families know as Sarah Said stressed state, we value and want to work with you. Finding whatever language we can is assessable to families to really stress that. This cannot be understated. >> No. And letting families know that they are safe in your institutions is important. >> That they are safe? >> Yeah. What they say is safe and what they do is safe and you are there to support them with whatever they need. >> That's a really good point. Yeah. I just, I think that's a really good point, Sarah. I know I have been in schools a lot as schools are wrapping up on the East Coast this week and families are coming in, new families to the schools, and registering their children for kindergarten. They don't always know that schools are a safe space. Legally protected as of now. So our families who may not be legally safe other places in our society, unfortunately. We need to stress that. This is a safe space. Yes. Just as you said before, we need to be explicit that we are here to support you. We also need to be explicit about families being safe. Certainly, in schools. I know many of you work in the medical community as well and other places in the community. I can, letting families know that those should be safe spaces for them and their children is important. If there aren't any other questions is there anything you want to say, Sarah, to wrap this up before we and are webinar today? >> No. I'm grateful. You guys have me doing some research now. I'm also going to have a conversation with the CEO of talking points. She is always working on trying to upgrade talking points and how to make talking points you guys have given me more perspective on how to make talking points more assessable to more families. >> That's wonderful that you are in connection with the CEO of talking points. I didn't know that. Sam and Megan, as you are listening later we will get back to you on that one. We are making sure we advocate for this community. We are advocating for the Deaf-Blind Network with this illegal tech app that we hope can be more available and assessable to all. >> That's great. Thank you so much, both of you, today for some really great information and really just some really actionable things that people can do today to start to improve their outreach to families. Again, just remember that part three is coming up toward the end of July. Stay tuned for the announcement on that. Also, we will send out information when this webinar and related resources are archived on our website. Stay tuned. Thanks again for everyone. Have a great weekend. >> Thank you so much, Sam. >> Thank you, Sam. >> Goodbye, guys. >> [ Event concluded ]