Nora Farraj, Director, Community Relations, Chaffey Joint Unified School District

Dr. Nora Farraj, is the Director of Community Relations for Chaffey Joint Unified School District, and the Assistant Principal for Chaffey Adult School.  Nora  comes with much experience, expertise and love for the work in family and community engagement.

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Transcript

Mars  00:04

Hello, everyone. Welcome to another episode of our Family and Community Engagement Podcast. It is such a pleasure to be with all of you here today. We have a special guest in the house and I want to turn it over to my co host this morning, Marrisa Lazo-Necco, who is going to introduce us to our special guest.

Marissa  00:26

Thank you Mars. It is such an honor to be again here with you co hosting. I am excited to have a wonderful colleague and dear friend joining us joining us this morning and she comes with so much experience, expertise, love for this work that I'm excited to have her voice here with us Mars. I am honored to introduce and welcome our dear friend Dr. Nora Farraj, she is the Director of Community Relations for Chaffey Joint Unified School District, and the assistant principal for Chaffey Adult School. Welcome, Nora.

Nora  01:03

Thank you. Wow. Thank you, Mars. And thank you, Marissa, you've humbled me with this introduction. I'm really excited and quite nervous being on this podcast, my first podcast, but I'm excited to be able to share my perspectives and at the same time be able to hear from you both with your expertise. And yeah,

Marissa  01:28

well, welcome again. And we are excited to have you here. So let's get started, we have a, we have a lot to ask, because we know that you're working in an area that a lot of us are still trying to do research on. Because we know that it looks very different in the area of family and community engagement. And that is high school. And the way that I say High School, everybody goes, Ooh, yes. Because high school, family and community engagement looks very different. And we are still learning on different ways to be innovative, and engage families at that level. So I know you've done a lot of great work. And so I want to ask you first, what is the district look like? Around, you know, how many schools you serve? And how is your perspective around engaging families at the high school level, since that is the only level that you serve at the district? And how do you see the impact of engaging families at the high school level? 

Nora  02:28

So first and foremost, Chaffey, Joint Union High School District is the second largest high school district we serve 23,000 students. What makes us unique as being a high school district is a we really have all these feeder, pre K to eighth grade, you know, elementary school districts. These are students that we haven't had since kindergarten that other elementary school districts have the opportunity to build relationships and partnerships with their families, we are at a disadvantage because our families are coming in brand new not knowing the landscape of a high school, understanding the nuances of what high school entails how the class periods are different. It's an entirely different learning experience. And so these families are coming in sometimes as freshmen parents first time not understanding how the high school works, we also get you know, families that are coming from abroad and the student is a junior or a senior doesn't have transcripts doesn't have any records. And now it's you know, how does the staff how are we able to, you know, bring those students into, you know, building that student achievement connecting them to their school  having peers. So we're we always come in with only four years to make this happen. While elementary school districts may get those eight years, we get four and sometimes less. So again, since those elementary school districts have more time, they're able to garner that mutual respect and trust, while at the high schools. You know, we're trying to build and help with personal development. So our students have social emotional learning. At the same time, we're trying to have a curriculum that meets the needs of our students the same time, we want to make sure that we are having not just only a rigorous curriculum, but a relevant curriculum. And for that to happen, it's to be able to partner with our families. And so as a high school district, in order to do that, we have to look at who our families are, and how we'll be able to partner with them. So when we look at what does active family engagement mean, at a high school level, it's really not only just their academic performance, because we are preparing them you know, the vision for Chafee joint Union High School District is all students will graduate ready for college and careers, and so we are preparing them for college ready skills, we're preparing them to be in a college setting, and at the same time, have the work skills. So to be able to transition to the workforce, for that to happen, we really need partners who are our families, so our families will be able to help, you know, we say that the first teacher is the parent or the family member, that's there to help that child to grow, and to instill in them values, and to help them with their social, emotional, their also physical well being all the different, you know, that encompasses the whole child. And, and so it's really important to have that active family engagement, where your families are the ones who are part of that decision making your families are the ones to say, what works for their child and what doesn't. And so when we talk about why engaging families is so important, at the high school level, it's crucial, because with the elementary school district, they're preparing them for high school, the high school is preparing them for life, the life skills. So we talk about, you know, employability skills, life skills, instilling in them that you know, what, us being in a social at that teamwork, so they'll be able to work in a team setting, even at a college level or trade school or wherever they have to work with people giving them people's ready skills. So yeah, that's that's really where where I'm at. 

Marissa  06:33

Extremely powerful and different. The way that we work with families at a high school level, I would say, What do you think, Mars? 

Mars  06:39

Yeah, that's amazing. You just gave so much information, you know, around the transition from K eight to high school, and some of the challenges are faced with just students in the community and family in so Nora. You know, one of the things I want to know about, you know, you spoke a lot about challenges, but when we're working with families, you know, what are some of the barriers to engagement at the high school level? And then knowing what I know of you, what are you doing as a district to help overcome those barriers for our families?

Nora  07:10

So first and foremost, when we look at our families, our families are a microcosm of the societies in which they live. So you're looking at we have a continuation high school, we have an adult school, we've got comprehensive high schools, and we cover a very broad region. So we cover the cities of Montclair, Ontario, Rancho Cucamonga, parts of Mount Baldy. So you're looking at a vast region here, and each family unit is different from the one next door. And at the same time, each demographic of that school is different from the other school. So we have like Northern schools, we have southern schools, that continuation high school feeds into the other from the northern and the southern schools, our adult schools are our adult school, you know, spans from we even have people that are coming from Chino we're all over. So when you look at how are you able to bring those families in it is a challenge. Not only are we looking at just because of the high school that you know, moving that transition from an elementary to a high school district, but really, we're also looking at the demographics, we're looking at, you know, what does that family unit look like? Are both parents working in the child? Is the one taking care of their own? You know, siblings? Is it the grandparent that's taking care of them? So we're not, you know, looking at it as parent engagement, but more of family and also the community. And, you know, when we talk about cultures, and I know, we'll maybe go into that later, but yeah, we talk about cultures, even every family unit has a culture. And understanding that culture is crucial, because how are we able to reach the child if we don't understand the family, you know, if you have a student that can't do the homework, and and we're after them, like you have to finish your homework, but that student is taking care of their sibling, and it has a job of their own. And they don't have that family unit that somebody next door does, that also is a challenge. So besides having you know, that transition, and then add another layer of your immigrant family, and then your non immigrant family, you still have a non immigrant family that doesn't know how to engage with a school and connect because the child is saying, you can't come to school, I don't need you there. And then you have the immigrant family who is within the culture. So just speaking, like for me, I'm Jordanian. And in our culture, the school is seen as authority. So we, you know, the parents, they don't approach the school because they know that the school is rearing or taking care of the child. And the only time we get that call is if you're shamed. You're getting that phone call, right. And so it seemed to be that we have to understand the family before we try to to even engage with them is to learn who they are. Once you know who your families are, then you'll be able to reach out to them and start looking at what are the tactics or the strategies that you're going to use to be able to engage those families. So we know it's important. But now how are we going to get to that goal? And to be able to do that is to start looking at who your families are, what makes this family within let's say, this school, different than another school? Start looking at, okay, of course, data, which later on the something that we'll be discussing, but really is know your community? No, your family? No, you know, just a walk through the community. You know, we have a district Family and Community Engagement Team. And one of the things that we're looking at is just a walking tour, what's around the school, you know, who we are? What are the religious organizations that are there? What are the parks? Where are the families meeting? You know, they're not coming, why aren't they coming? Let's find out really being part of your community. So you may work in a school, but you have to know who your students are. And the most important thing is, I would say is know your families. So that really has been a strategy for us is to be able to know who our families are. And to look at that demographics change. And as I said, since it's a microcosm, you know, whatever happens around the world is going to happen to your school. So you're going to get maybe students that you don't know of countries and languages that you've never heard of, because you're assuming this is the demographic, but the demographic will change whenever something happens in the world. And so again, you're a microcosm of a big society, that society is from a bigger community and onwards.

Mars  11:46

That's awesome. Nora, you've talked so much about the importance of relationship building, asset mapping communities, and just the cultural nuances that happened within your high school district, you know, knowing that, how are you communicating? What strategies are you utilizing, to effectively communicate with the families that you serve at Chaffey. 

Nora  12:08

So the first thing, and the most important thing is to know what languages are being spoken. So we have Aires, which is a student information systems database, most school districts have, you know, Aires, some have other ones. But the idea is that you want to find out what the language is. There's also the Home Language Survey where you know, their languages, and from there, you run a query, and you see what the languages are. And we use parents square. So we make sure that any communication that's going out, is going out in the language of the family. So they're receiving it in their language, and they're not needing to have to translate it. And that comes from a simple query. But then at the same time, we have another thing, which is a survey where now we've started asking, what are some languages spoken at home, because as you know, we have to build trust, and many families are worried if they put the name, you know, a language on the Home Language Survey, their child is going to be placed in an English language classroom. And so when you build the trust, and it's the phone call, you know, if I see a name, and I know it's an Arabic name, just from you know, what's written, and they put English, I pick up the phone, and I ask them, and I say, don't you speak Arabic at home? Yes, yes. But we don't want our child, yeah, that's okay. So building that trust is tantamount to doing anything you can continue to, you know, gather all the data you want. But if you don't build the trust, and again, know your families, and be able to effectively communicate with all stakeholders, it goes to the wayside, you just have numbers on a paper. So for us, it's been parents square. We use Canvas as a means of also communicating with families. So they will be able to observe their child's work through Canvas. So we partner with the families. And then of course, you know, your you've got your email, and you've got your flyers, and then you've got your coffee with the principal, and all of those opportunities to be able to bring those families in and communicate these opportunities.

Mars  14:24

Thank you, Nora. And I'm assuming you're probably using social media and your websites as well as other means of communication.

Nora  14:30

of course. So we have language line services as well that we have partnered with that they provide interpreting services. So once we know what the language is, we actually have an interpreter on the phone so we'll do a three way with the parent or the family member. So that way we ensure that we have met their needs as far as the language goes. As far as social media, each school has Twitter now it's called X. And then we some schools have Instagram of course. because that's where we meet the students, we actually have some that are doing tic toc because we know that's where the kids are at. Again, Relevancy is extremely important. And then, of course, we have some that have Facebook, and then all of our websites have updated information, different pop ups, different types of stylistic devices that you would use on a website, to be able to, you know, promote whatever event is happening. 

Mars  15:26

That's awesome. Well, thank you for sharing that information. Because I'm sure those that are listening to this podcast are wanting to learn, you know, new strategies or, or even say, you know, what, what Nora is doing, and Chaffey we're doing in our district, and I'm right on the path of success. Thank you for that. So Marissa, lead us into the next conversation today.

Marissa  15:46

Yes, so and I just want to add Mars validating social media, it's really important. I know, at times, I'm guilty of that. I work in education, and we have so much email coming in and out that at times, I don't check my own personal email, I'm guilty, I want to just call myself out. However, I do follow a lot of the Instagram pages for my kids schools, I follow you Nora. And so I'm very impressed about the level of information that's being shared from Chaffey. Joint through social media, because at times, it just takes a quick snippet and just saying, oh, there's a parent meeting. There's that event. That's great. Let me make mark my calendar. At times. It may be more practical for families, right? Yeah.

Nora  16:28

So they just want the quick information, maybe not read the email. So yeah, so on the stories or Instagram Stories, that's something I actually block on my calendar, like make sure to update Instagram, it's part of my day. And then by Friday to start asking all the other schools, what are some different events coming up this week, and I want to make sure that the story so if they don't even go on the actual posts, they'll be able to see it on a story. And that's the quick thing to see it and then always making sure that it has to be something that's a short amount of time because nobody wants to stay on the long three minutes, as my daughter's told me, that's too long of a tictoc mom. So yeah, kids will tell you that's to long.

Marissa  17:10

Kids nowadays are going back between Tiktok and Instagram. Now Instagram stories are very, you know, relevant to the kids, right? So I love that you are staying relevant with the kids on a high school level. Because just like you mentioned, we have a lot of students who are themselves the adult taking care of the younger students in the home, right. So I love how you've been walking us through the tailoring, of family engagement at Chaffey Joint. And I would like to hear more examples. Because I've seen as a parent of Chaffey Joint, I experienced it, and I see so many partnership opportunities that you have. But I would like to share with the rest of our friends tuning in today. If you can give us some examples about the Family School community partnerships that you are building, at the district level and at the site level, that kind of leads into the innovative ways that we can now start using right knowing that our families are shifting, like you mentioned, you know, it changed our families change. And so we need to change with that. And we need to get innovative. So can you share with us some of the examples? 

Nora  18:16

Sure. So we have many of our students are looking at, you know, they want to go with the medical or the health care pathway. And so we've partnered with San Antonio Regional Hospital, to have internships there. So our students get real live on the spot, you know, experience, they have a mentor that they work with. At the same time, we have a mental health committee, so they come in our different community partners healthy RC comes in, we have house of Ruth, different partners come in and be able to provide, you know, opportunities for either our students or our families to be able to partner with them. And again, whether it's an internship, referral service, whatever that you know, our families are asking for, we're able to provide it, we make sure that any of our community partners have access to so we have something called CHEW which is our community health education workers program. So they come in, and they work with our students and our families. And they provide them with referral services. So anything that as a district we can provide, our community partners are able to meet the needs of our families. Again, going back to know your family, know your family's needs. We're student centered, we're also student needs based. So whatever our families are requiring of us, we have to step to the plate and look at okay, who are some external publics or external partners that we can bring in to become part of our internal school community? 

Marissa  19:43

That is powerful, Nora, and I know we can go into a whole different topic talking about partnerships, and I love one, one area that you covered, engaging, knowing your families, and being able to engage families and meet them where they're Right. And so I would like to I know our time is coming here to close soon. But we definitely want to keep on learning from you. So I would like to invite you back. We have a podcast here once a month. But I would like to invite you back to continue to dive deeper into the dialogue of how do we really get to know our families, the diverse culture that we serve the diverse culture of our student representation, right to make sure that we develop that relationship. And I love how you honed in on relationship, we can keep getting data and serving our families. But if we don't have the relationship, are we really gathering real street data, right. And so thank you for lifting that for us. Today, we would like to learn more on how you are doing this. So I would like to welcome you back again. Hopefully next month, you can join us. And I would like to invite our listeners to join us. And as we continue to learn from the practices that Chaffey Joint is doing around engaging families. And as we know, it's not it's no longer just engaging families, it's family, community school partnerships. So how are we engaging everybody, including that young student voice that leadership voice? So Mars? ,

Mars  21:18

Yeah, I just want to say, Nora, thank you so much for joining us today on this episode. For our listeners that are listening today. Thank you, once again, for supporting us and listening to our podcasts. We want to make sure that you don't miss any content or any, you know, information that's put out on behalf of our Family and Community Engagement Office here at San Bernardino County Superintendent schools. So please don't forget to follow us on X formerly known as Twitter and Instagram @SBCSS_FamEngage that's @SBCSS_FamEngage for the latest information, podcasts when they get released will be put up on that on those two pages. And we just thank you again, Nora, for your constant support your leadership over at Chaffey Joint Union High School District. The district is blessed to have you as an asset in that district. And we are blessed to have you as an asset as a friend and partner here at San Bernardino County Superintendent school. So thank you so much.

Nora  22:26

Thank you very much. That was, again, very humbling experience. Thank you so much. And I look forward to being back here. .

Marissa  22:33

Great! Thank you. Well, we'll see. We'll see you here soon. And we will tune in with all of our colleagues and friends listening today. Next month, Mars.

Mars  22:42

Absolutely. Can't wait and we look forward to another episode real soon. Thank you all for listening and joining us today.