FROM INVOLVEMENT TO ENGAGEMENT: WORKING, ENGAGING AND
COMMUNICATING WITH PARENTS & COMMUNITY
Carolee Koehn Hurtado
Director, UCLA Parent Project
Director, UCLA Mathematics Project
HOW DO WE DO THIS WORK?
 UCLA Teacher Education
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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
UCLA CENTER X
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
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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
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
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
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?
 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?
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
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.
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
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
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
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
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.
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.
WHAT MIGHT BE POSSIBLE WHEN
PARENTS ASK FOR (OR SCHOOLS
PROVIDE) SOMETHING MORE THAN
TRADITIONAL INVOLVEMENT
OPPORTUNITIES?
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.
CONTACT INFORMATION
Carolee Koehn Hurtado
koehn@gseis.ucla.edu
 UCLA Center X – www.centerx.gseis.ucla.edu
 UCLA Parent Project – www.uclapp.org
 UCLA Mathematics Project – www.uclamp.org
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