1. Conventional thinking on parent engagement  Back to school nights  Parent teacher meetings  Parents working  Parents on drugs  Parents don’t care  Saved from the perils of their community and families  Can’t communicate with teachers  Low expectations for parents  Parents are disengaged  Teachers have all of the answers  Back to school nights  Parent teacher meetings  Parents working  Parents on drugs  Parents don’t care  Saved from the perils of their community and families  Can’t communicate with teachers  Low expectations for parents  Parents are disengaged  Teachers have all of the answers

2. Racial justice frame on parent engagement  Parents care  Parents can be active in schools they need to feel wanted, welcome, and heard  Historical and current barriers impact parent participation  Parents and community are partners in learning  Schools must make schools accesible  Schools must support teachers in building relationships with families and community  Parents care  Parents can be active in schools they need to feel wanted, welcome, and heard  Historical and current barriers impact parent participation  Parents and community are partners in learning  Schools must make schools accesible  Schools must support teachers in building relationships with families and community

3. Address Institutional Oppression become an organizer

4. Organizing 101  Dominant culture does not encourage involvement. Many people believe that their vote or voice does not matter  People of color and women are made to feel powerless because of white supremacy and sexism  People of color must face so many forms of oppression some times we must way what is the most pressing need that needs attention  Dominant culture does not encourage involvement. Many people believe that their vote or voice does not matter  People of color and women are made to feel powerless because of white supremacy and sexism  People of color must face so many forms of oppression some times we must way what is the most pressing need that needs attention

5. The Science of Numbers  In order to get 50 people to show up when the issue is not hot, 150-200 names are needed.  If the names are cold and the people are not familiar with the group or issue more names will be needed.  Thirty percent or more of the people called will not be at home;  15-20% of the numbers will not be good numbers; 25- 30% will be no's; 25-30% will say yes.  Of those who say yes, only a small percent will actually show.  Out of the 20 people talked to, 9 will say yes and 3-4 will show.  In order to get 50 people to show up when the issue is not hot, 150-200 names are needed.  If the names are cold and the people are not familiar with the group or issue more names will be needed.  Thirty percent or more of the people called will not be at home;  15-20% of the numbers will not be good numbers; 25- 30% will be no's; 25-30% will say yes.  Of those who say yes, only a small percent will actually show.  Out of the 20 people talked to, 9 will say yes and 3-4 will show.

6. Opportunities to Listen  People must hear of something 3 times before they come  Use contact as an opportunity to not just find out about your event but what is going on in the community  If people do not show it is an excellent opportunity to get feedback on why. Sometimes this provides insight into what the community needs and wants.  Asking questions about times of day that work, interests, strengths, resources creates an opportunity for better planning as well as developing a list of resources present in your classroom  People must hear of something 3 times before they come  Use contact as an opportunity to not just find out about your event but what is going on in the community  If people do not show it is an excellent opportunity to get feedback on why. Sometimes this provides insight into what the community needs and wants.  Asking questions about times of day that work, interests, strengths, resources creates an opportunity for better planning as well as developing a list of resources present in your classroom

7. Developing your plan Racial Justice Reminders Outreach Notes  Have I recruited families to help make contact with families  Have I made contact with this family before  Have I said something positive about this student  What is the schools with this family  How are students feeling about my class  Have I communicated that every family is an important part of my classroom community  Incentives/Support ( childcare, dinner, extra credit):  Have I thought of roles/tasks that will help families feel in leadership Racial Justice Reminders Outreach Notes  Have I recruited families to help make contact with families  Have I made contact with this family before  Have I said something positive about this student  What is the schools with this family  How are students feeling about my class  Have I communicated that every family is an important part of my classroom community  Incentives/Support ( childcare, dinner, extra credit):  Have I thought of roles/tasks that will help families feel in leadership