1. FROM INVOLVEMENT TO ENGAGEMENT: WORKING, ENGAGING AND COMMUNICATING WITH PARENTS & COMMUNITY Carolee Koehn Hurtado Director, UCLA Parent Project Director, UCLA Mathematics Project

2. HOW DO WE DO THIS WORK?  UCLA Teacher Education Program  UCLA Principal Leadership Institute  CA Reading and Literature Project  UCLA Computer Science Project  UCLA History Geography Project  UCLA Mathematics Project  UCLA Science Project  UCLA Writing Project  UCLA Parent Project  Advanced Placement (AP) Readiness Project  National Board for Professional Teaching Standards Project  Just News from Center X  XChange: Publications and Resources for Public School Professionals  Project EXCEL (NER)  School, District and Community Partnerships

3. Center X works to transform public schooling to create a more just, equitable, and humane society.  An explicit commitment to social justice  Grounding of practice in theory and of theory in practice, both in university courses and K-12 schools  A commitment to engaging a diverse group of faculty, aspiring educators and education leaders to serve students in LA’s high needs schools  Viewing learning as social and inquiry-based, within communities of practice  Integrating the technical dimensions of teaching and leading with the moral, cultural and political  Emphasizing the importance of knowing communities as well as knowing schools and classrooms UCLA CENTER X

4. PARENT PROJECT @ UCLA CENTER X  Founded in 1997, modeled after the California Subject Matter Projects  Strives to bring together schools, teachers, and families to support children’s academic success  We meet with schools and families to find out what people are interested in to custom design engagement efforts  We will be sharing three parent engagement models today from our work in schools

5. UCLA MATHEMATICS PROJECT  One of the first Math Project sites in the state of California. Founded 31 years ago.  Works alongside schools and districts to provide professional development and support for Pre-K through Grade 12 teachers of mathematics.  Work includes but is not limited to: Common Core State Standards, Cognitively Guided Instruction, CGI in the Dual Immersion Spanish Classroom, English Language Development in Mathematics, Teaching Children with Exceptional Needs, Social Justice Mathematics, Student Talk in the Math Classroom

6. SMALL GROUP DIALOGUE  In what ways do parents participate in schools and classrooms?  What implicit messages are communicated to families through the ways schools welcome, encourage, or hinder parent participation?  In what ways do parents participate in schools and classrooms?  What implicit messages are communicated to families through the ways schools welcome, encourage, or hinder parent participation?  Brainstorm ways that your sites engage families and parents in schooling, mathematics, or in classrooms.  Why engage families and parents in these ways: What goals might you have?  Brainstorm ways that your sites engage families and parents in schooling, mathematics, or in classrooms.  Why engage families and parents in these ways: What goals might you have?

7. PARENT INVOLVEMENT & ENGAGEMENT Involvement  What can the parent do for the school?  Schools often predetermine the programs, dates, and opportunities for parents to volunteer.  Often we see one way communication.  Ex: chaperoning field trips, supervising student drop off, photocopying worksheets, attending student performances Engagement  What can the school do for the family? What can we do together to support student learning?  Programs and agendas may be collaboratively designed. Parent ideas and feedback may be encouraged and utilized.  We see varying levels of two way communication.  Ex: Family Math Nights, Common Core Math Workshops

8. PARENT ENGAGEMENT MODEL: MIDDLE SCHOOL  Math is More Than Numbers: Teacher professional development that focused on social justice and student participation where teachers created an action plan for addressing a need within their school community.

9. PARENT ENGAGEMENT MODEL: MIDDLE SCHOOL  Goals:  Academic-focused parent nights  Parents to engage in lessons, activities, vocabulary, and assessment items their children would engage in over the next few weeks.  Outcomes:  Over 70% of families attended at least one session  Parents asked for more math sessions and requested other teachers provide similar opportunities  94% average on district periodic assessment data  Became a model for other middle schools to begin parent engagement workshops

10. PARENT ENGAGEMENT MODEL: ELEMENTARY SCHOOL  Goals (in planning)  Introduce parents to goals and philosophies guiding mathematics teaching and learning  Engage families in various mathematics tasks and activities  Promote a love for mathematics  Goals (as communicated to participants)  Understand our own and each other’s family experiences with mathematics  Develop understanding of how to support student’s high level mathematical thinking in the classroom and at home  Understand how to engage our children in the learning and practicing of mathematics (including homework)  Develop positive and productive relationships with teachers and your school  Build a toolkit for math support resources

11. PARENT ENGAGEMENT MODEL: ELEMENTARY SCHOOL  Outcomes  Supporting Mathematics Learning: They have envisioned opportunities that will equip them with strategies to support their children’s academic success  Family dynamics have changed as children are interested in what their parents are learning and as families engage in mathematical conversations at home  Positive Mathematics Identity: Some have felt successful/ liked math before, and now feel even more confident while others have changed their perceptions of themselves as mathematicians and a source of knowledge and support for their children  Developing a Culture of Problem Solving: Realize there are multiple ways of solving mathematics problems and these reasoning skills can be applied to other life situations  Academic Support: They are now volunteering in classrooms during mathematics instruction  Academic Leadership: They are committed to helping more students than just their own children

12. PARENT ENGAGEMENT MODEL: DISTRICTS  Common Core Standards in Mathematics require a shift in teaching practices. Districts can concurrently offer parent workshops to:  Help support teacher efforts by engaging parents in experiences to highlight important transitions required of teachers and students  Introduce parents to district initiatives  Provide families a space to voice their views and offer suggestions for what they feel would benefit their children  Bring together teachers, parents, students, TOSAs, and parent representatives for the common goal of student success

13. WHY ENGAGE PARENTS IN SCHOOLS AND IN MATHEMATICS EDUCATION EFFORTS?  Parents are powerful allies in supporting children: they have goals and dreams for their children and are ready to take action to realize those goals.  We find it valuable to provide opportunities for parents to understand school efforts and teacher goals, especially when teaching and learning efforts may not match traditional schooling experiences.  Schools lose out on a valuable resource when parents are not part of the equation- parents have knowledge and experiences that can positively impact teachers and classrooms.

14. HOW MIGHT WE ENVISION FAMILY AND PARENT ENGAGEMENT MODELS IN WAYS THAT ARE AUTHENTIC, MEANINGFUL AND NON-DEFICIT IN NATURE?  Ask them! Schools often have parent opportunities, but parents are rarely involved in the brainstorming, developing, and implementation of authentic engagement opportunities.  Schools should involve parents in the planning and decision making process and be willing to co-construct learning and collaboration opportunities in the school setting. We believe this leads to higher rates of sustained parent engagement.  Disrupting traditional power dynamics: Bring families, teachers, and administrators together for the common goal of student success. Position parents as knowledgeable contributors and valuable members of the team.

15. WHAT MIGHT BE POSSIBLE WHEN PARENTS ASK FOR (OR SCHOOLS PROVIDE) SOMETHING MORE THAN TRADITIONAL INVOLVEMENT OPPORTUNITIES?

16. LOOKING FORWARD…  This work is an example of parents pursuing alternatives, and was enhanced by the collaboration of the entire school community: teachers, administrators, and families.  We find substantial changes in participation and dynamics between schools, classrooms, and homes when schools become more inclusive and as parents feel more welcome and integral to the school setting.  In planning, consider a range of possibilities and be sure to include a diversity of voices and perspectives.  Take an honest assessment of your school culture around parent presence on campus. Why does it look this way? Build on your parent involvement programs to strengthen your parent engagement efforts.

17. CONTACT INFORMATION  UCLA Center X – www.centerx.gseis.ucla.eduwww.centerx.gseis.ucla.edu  UCLA Parent Project – www.uclapp.orgwww.uclapp.org  UCLA Mathematics Project – www.uclamp.orgwww.uclamp.org Carolee Koehn Hurtado koehn@gseis.ucla.edu

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