12 Rules to = Help Parents

In the spring of 2004, the Newton public Schools, as part of = their=20 periodic curriculum review process, asked Learning Innovations at WestEd to collaborate to gather data from several=20 constituencies in the school and community concerning the mathematics = curriculum=20 and other mathematics-related topics. =20 Ten questionnaires were administered online to teachers, = students,=20 parents and administrators. = Since a=20 very small percent of parents responded to the questionnaire, NPS asked = WestEd to conduct focus groups in the spring of = 2005 with=20 parents to gather further data. =20 Math Department personnel were interested in learning, among = other=20 things, more about how parents perceived the Newton mathematics curriculum, the=20 communication they receive from teachers or schools, the policies and = practices=20 involved in placing students at certain levels or in a particular = curriculum at=20 transition years, their child=92s math progress and whether NPS is = meeting=20 parental expectations.

These separate focus groups were held, one with 13 = elementary=20 parents, one with 16 middle and high school parents, and one with 16 = METCO=20 middle and high school parents. =20 METCO parents were attending a regularly scheduled meeting and = invited to=20 participate in a focus group; other parents were invited to participate = through=20 email.

FINDINGS: Parental Knowledge or = Understanding=20 about the Goals/Philosophy/Strategies of Newton Mathematics=20 Curriculum

Elementary Parents. =20 The extent to which elementary parents understood the = mathematics=20 curriculum or had knowledge about its goals, philosophies and strategies = ranged=20 from those with a high level of knowledge to those who were just = beginning to=20 understand it, to those with little or no knowledge or = understanding. Parents who were well informed = stated=20 they had learned what they knew through conversations with individual = teachers,=20 parent information nights, =93morning math=94 sessions, and school = newsletters,=20 i.e., Homelinks. =20 Others stated they learned what they knew by sitting with their = child and=20 doing homework, or going over classroom work. A few parents stated they took = the=20 initiative to speak with teachers or school personnel or reviewed the=20 handbook. Parents thought = the=20 Newton school=20 website should include a link to the Everyday Mathematics site. Parents also stated they need = more=20 explicit information from teachers pointing out what parents might do at = home=20 with students, and more specific directions about materials that are = sent=20 home. A few parents = shared what=20 they =20 understood about the philosophy of the math curriculum, as = well as=20 voicing confusion about the spiraling approach. For example:

=93I=92m=20 familiar with what my son has done to date. My wife recently attended a = curriculum=20 overview =85 it was in the morning =85 8:30-10 =85 she thought it was=20 helpful.=94

=93The=20 way I found out, I looked at the handbook; the goals are there for each=20 grade. But it was not = introduced to=20 us.=94

=93We=20 get information through the school=92s newsletter weekly =96 it=92s = reasonably up to=20 date.=94

=93The briefly discussed math at = school night=20 in September. =20 But if you have two kids, you can only get to one room. =85for first grade some = information from=20 Homelinks, but the teacher never said = =91This would be=20 helpful for you to read.=92=94

=93Except for what my kid says to = me. There doesn=92t seem to be a=20 structure. No one makes = an effort=20 to tell you what=92s going on =85 no website for = example.=94

=93Well, I=92m not sure if this is = about the=20 philosophy, but they do teach lots of different ways of solving a = problem, using=20 different techniques =96 that seems to come through. More than = one way to=20 add numbers or get an answer.=94

=93I=20 know the emphasis is on explaining the answer, writing text, clearly = succinctly=20 =96 each of the steps. = Because computation is such a small=20 piece.=94

=93It=20 took me from first to fourth grade to figure out [the curriculum] is=20 circular =85 they = do the same=20 things over and over =85 money and time. =20 But it=92s never explained to you, they=92re doing things over = and over =85 by=20 the fourth grade, I heard other parents saying =91Why can=92t we shake = this time and=20 money=85?=94

Middle/High School=20 Parents. Most middle = and high=20 school parents stated they had learned what they knew about the goals of = the=20 math curriculum by attending open house and teacher conferences, and = reviewing=20 homework with their child. = A small=20 number seemed confident in their understanding, but most stated they had = only a=20 fair understanding or were still confused even after hearing = explanations from=20 teachers and curriculum coordinators. =20 Parents also shared concern or confusion about long-term goals,=20 overcrowded classrooms, the elementary curriculum, SIMMS curriculum, and = sequencing. For = example:

=93Attending open house =85 = talking with=20 teachers =85 school maps of curriculum =85 looking through the math book = =85 but only=20 a fair understanding =85 still have questions of what the goals=20 are.=94

=93My=20 son is in middle school ... I don=92t feel we have a good sense of what = the goal=20 of the math program is =85 even after meeting with teachers, conference, = open=20 house =85 reviewing the homework =96 the focus seems=20 sporadic.=94

=93My=20 child is in middle school and has had very experienced math = teachers. Seem to be progressing = normally and=20 doing the problems I=92d expect. = I=20 was far more concerned about the elementary math. And I have questions about = SIMMS math in=20 high school =85 I don=92t understand that at all =85 and I don=92t know = when they learn=20 geometry.=94

=93I=20 also participated in the open house, and teacher conferences with the = books=20 open. But, even if I know = [the goal=20 for] this year, I don=92t know long term =85 or how they=92ll achieve at = the end of=20 the 12 years =96 what the target is. =20 I=92m very concerned.=94

=93I=20 read the frameworks =85 went to the open house, teacher observation = days. I understand what=92s supposed = to happen =96=20 but my daughter=92s in classes that are very large. I don=92t know how teachers = would teach=20 well - the physical capacity is too small for the number of kids =85they = couldn=92t=20 possibly teach well.=94

=93So,=20 in Honors sequence, half of the geometry is done in 9^th grade = =85 this=20 is part of integrated math =85 they take the other half later =85 how = will they know=20 what they=92re supposed to know when they get to=20 calculus?=94

METCO Middle and High School=20 Parents. This = parent=20 group learned what they knew about Newton=92s mathematics curriculum = from METCO=20 program staff, parent/teacher night, individual teacher remarks and = reviewing=20 textbooks. METCO parents = stated=20 that they need more information and better explanations of what their = children=20 are learning so they can be more helpful to them. They also talked about need to = be=20 visible in the school in order to stay current with their child=92s = progress. For example:

=93Parent/teacher night they give = you an=20 overall view of what=92s going to happen. =20 Basically all they do is read it =85 some of the teachers will = give you=20 their math philosophy, what that teacher believes, but only on that=20 night.=94

=93The=20 only thing I know is you get a book, shows = various=20 courses and levels, shows you where your child could go =85 nothing in = depth. I see how if you could take = one level,=20 the next year you could go to another one.=94

=93Some schools are communicating = better than=20 others =96 I show up at the school, I=92m there. What are they teaching? METCO gives us a sheet [with] = what=92s=20 going to be covered, but no one explains it.=94

=93The=20 titles for math classes are ambiguous, generic. They don=92t explain it. You have to go and get the = description =85=20 and that affects all the other courses he = takes.=94

=93I=20 would add defining [the curriculum and philosophy]. Because it=92s one thing to = hear about it,=20 but as a parent =96 to engage with our child on the level we need to =96 = I want more=20 information. I can=92t = respond to a=20 lot of [my child=92s] questions because I don=92t have enough = information.=94=20

Nearly all Elementary=20 Parents reported they get adequate and timely feedback about their = child=92[s=20 progress and the expectations of the teacher for the child, though the = whole=20 group seemed to agree with a couple of parents who mentioned their=20 dissatisfaction with the =93new=94 report card. One parent mentioned the = materials their=20 child brought home gave them an opportunity to get involved. For example:

=93Communication has been good =85 = teachers very=20 open on all subjects =85 classes always open =85 my wife currently = volunteers for=20 reading workshop once a week. =20 Weekly newsletter =85 the information is there if we were looking = for it =85=20 nothing is kept from us, nothing is blocked. I feel very good about the = experience at=20 [our school].=94

=93We=92ve gotten a lot [brought] = home that=20 parents are encouraged to do with kids =96 game folders =96 with = different members=20 of the family. It feels = like our=20 school has done quite a bit to get parents involved in doing math at=20 home.=94

=93My=20 experience is very positive in terms of feedback from teachers. I feel the teachers have a = good sense of=20 what makes my son tick.=94

=93My=20 child is in kindergarten, a very experienced teacher. She communicates once or twice = a week,=20 what the parent can do to reinforce =85 frequently a math problem or = counting,=20 like, how many days of school or how we write the date. And it varies in other grades = from=20 teacher to teacher.=94

=93[We=20 get] very little [communication] =85 and with the new report card, = it=92s even=20 less. Kill that report=20 card.=94

Middle/High School=20 Parents reported that the level of communication diminished as = students got=20 older, noting at middle school level teachers and administrators seem to = push=20 for parents to step back and let students be more accountable for=20 themselves. Some parents = stated=20 they disagree with this approach and found teachers unresponsive or = blas=E9 when=20 they attempted to intervene. =20 Parents also indicated that they receive little feedback as long = as their=20 child is making progress; one raised a concern for strong students who = need=20 additional challenge and may be forgotten by teachers. For example:

=93Seems to be a systemic thing = =85 at middle=20 school, they start to push the kids to take responsibility. The walls come down and the = parent is=20 shut out. If there=92s a = problem and=20 you=92re trying to help, they tell you =91They have to learn to advocate = for=20 themselves.=92 Well, = that=92s a lot of=20 stress to put on 11 or 12 year olds; a big expectation. We need to be in the loop=20 more.=94

=93Communication very good through = eighth=20 grade =85 but once my son got to South and had a problem with math. Though the teachers were = willing to=20 talk, they said =93He doesn=92t have a problem=92. [My son] thought they were = going to=20 fast. Teachers say = =91He=92s fine, even=20 if he only got two problems right.=92 =20 Well, the fact is, he didn=92t get them right and he didn=92t = understand the=20 material.=94

=93I=20 think if you seek it out, it=92s readily available. Never had a teacher who = wouldn=92t sit=20 down and talk, but if your child is doing well, you hear very=20 little.=94

=93IF=20 your kid is doing well, you don=92t hear anything, but what about = challenging=20 those strong kids. It=92s = almost as=20 though they=92re neglected in the classroom.=94

=93I=92ve intervened and gotten no = feedback =85=20 teacher made no effort to follow up with = us.=94

METCO = Middle and High=20 School Parents gave mixed feedback about how much communication they = receive=20 from teachers and schools. = For some=20 it was very consistent; others stressed the need to initiate contact and = be=20 visible at the school. A = few also=20 noted that communication lessens as students get older and concern was = voiced=20 for parents who may not feel confident enough to contact teachers. METCO parents expressed = strong=20 concern that the expectations for their children are too low. They stated they do not = understand=20 exactly what their children are learning, and fear low expectations = result in=20 =93pseudo diplomas=94 that give students a false sense of confidence and = ability to=20 proceed to college or the work world. =20 For example:

=93For=20 my ninth grader =96 I don=92t know if the older they get the less = communication from=20 teachers, but for a whole year, I heard from one teacher. That=92s a concern. I assume she=92s doing well, = the report=20 card shows that, but not a lot of = communication.=94

=93The=20 communication we should get from teachers that we=92re not getting is = what they=92ll=20 be working on and maybe how we can help them with it. We don=92t get any of=20 that.=94

=93It=20 doesn=92t happen over night =85 you just have to stay on top of it. At [our school], they have = been beyond=20 supportive with my son, but he=92s shown them he=92s really=20 invested.=94

=93You=20 can email them. You have = to=20 initiate it, otherwise you never get to meet = these=20 teachers.=94

=93I=20 have all my sons=92 teachers emails =85 they email back and forth all = the time. Good communication. The main IEP person who works = with my=20 son =85 she connects with all of [the teachers]. But a process needs to be put = in place,=20 because some parents are intimidated =96 they=92re not clear about = how/when/what to=20 ask.=94

=93Yes, and that=92s the initial = question [the=20 facilitator] asked =96 the philosophy in Newton =96 and does it match up with = our=20 philosophy? =20 If they don=92t pass MCAS and end up with a pseudo diploma that = doesn=92t=92=20 get them anywhere, they get out there and think they have these skills = that get=20 them nowhere.=94

=93My=20 assessment is that the expectations are very low =96 and our kids = respond=20 accordingly. [The = teachers] say=20 they=92re doing well =96 but at what? =20 The level doesn=92t prepare him to function beyond high school = =96 in college=20 he=92ll have to take a lot of courses to catch up =96 if they go = directly into the=20 workforce, same thing. = The=20 communication level =85 the school talking to us =85 that=92s not a = problem =96 but the=20 expectations are not high=20 enough.=94

=93I=20 don=92t have an issue with corresponding with the IEP team, but = understanding the=20 depth of the curriculum for math with regard to the IEP, I don=92t like = feeling=20 like I=92m =91out here,=92 not knowing how I can protect and stand up = for my son=20 because I=92m really not clear. = He=92s=20 a teen, working to get back on point.=94

=93One=20 of my kids has an IEP =96 there=92s a team meeting, we brainstorm how to = help her in=20 math =96 and strategies and ideas =96 they needed my input on the team = =96 and they=20 explained to me what she was going to be doing, her goals, all of=20 that.=94

=93In=20 high school, they expect you to put the onus on the child. As your child gets older, it = becomes=20 more on the parent and the child.=94

Elementary Parents=20 related what they saw as curriculum strengths, noting their children = were=20 learning to explain their answers, solve problems in a number of ways = and with=20 different techniques, and understand there is more than one way to get = an answer=20 or solve a problem. One = parent=20 thought learning to take apart numbers was useful to really understand = numbers,=20 and another stated that =93good stuff=94 was brought home for parents to = do with=20 children at home. There = were some=20 comments indicating parents believed some strengths=20 might also be weaknesses, such as the strong verbal approach and lack of = challenging work. For = example:

=93I=92m=20 happy my son is thinking in new ways =85 instead of applying rules, = taking apart=20 number =85 that makes sense to him. =20 Not the traditional way, [he=92s] really understanding the = numbers, and=20 he=92s very good with numbers. = But on=20 the flip side, I=92m a little concerned he=92s not being=20 challenged.=94

=93Certainly, to the extent my son = shares his=20 math problems with me, there is encouragement to understand multiple = ways to=20 solve problems =85 that=92s a good thing =85 approach the problem = whatever way can get=20 them there =85 that=92s a strength. =20 He=92s getting that from somewhere =85[there must=20 be] positive things going on in the class, but I don=92t see=20 them.=94

=93I=20 like that it shows her math is everywhere =96 in the kitchen =96 on the = sports page=20 =96 so she knows she needs to do this to do = everything.=94

=93I=20 don=92t think it=92s either or =96 concepts or facts =96 some kids = can=92s memorize the=20 facts without strategies that emphasize conceptual things. Another can=92t get the = concept without=20 knowing the math facts. = Taking=20 apart numbers is so helpful for knowing your math facts =85 you=92re = applying=20 concepts that are deeper =96 knowing how to manipulate numbers =85 being = taught=20 conceptual strategies is really = important.=94

Middle/High School=20 Parents did not discuss strengths of the curriculum. They generally focused on = weaknesses and=20 what they believed needed to change, as well as voicing their confusion = around=20 aspects of the curriculum like gaps and sequencing, and issues about = teachers,=20 overcrowded classrooms, and the need to hire tutors or send children to = outside=20 math programs. At the = conclusion of=20 the focus group, parents wanted to go around once so that they could = have a=20 final say about their level of satisfaction with the mathematics=20 curriculum. Five of the = 16 stated=20 they were mostly satisfied, though they had voiced complaints or = weaknesses, and=20 one qualified the statement saying success was largely attributable to = the extra=20 tutoring and outside help hired for the student. For example:

=93In=20 general, I=92m satisfied, even though I had many comments here. I=92m concerned with the kids = that need=20 more challenge. If the = purpose of=20 the school system is to bring the kids to college, why at the good = colleges that=20 teach science and engineering are there so many foreign students and = doing so=20 well? Because=20 they came from stronger foundations in other countries. All the teachers except one = were really=20 great. = Communication was=20 good. The curriculum is = too=20 slow.=94

=93I=20 have a 7^th grader =85 only two years at middle school. Both cases good teachers, = positive=20 experiences, but wouldn=92t have been if we hadn=92t started paying for = the tutor=20 and making sure. By not = laying a=20 proper foundation in elementary schools, it=92s a huge lost opportunity = and lots=20 of kids are going to suffer from it. =20 It=92s why our engineering schools are full of foreigners, = because we=92re=20 not putting the emphasis on it in the very = beginning.=94

=93I=20 feel pretty good about my ninth grader in SIMMS, he=92s really enjoying = it. More = concerned about=20 what comes ahead. = Also, a=20 second [child] is a junior in college now graduated from South. Flirting with a math major =96 = South=20 prepared him pretty well.=94

=93I=92ve been really = satisfied. Two kids at both ends of the = spectrum,=20 both learning, getting their needs met, both confident. And I=92m struck with = everyone=92s varied=20 experiences. We had such = a positive=20 great experience. We were = very=20 supported when my daughter was struggling in kindergarten =96 Title One = =96 tracked,=20 followed, maintained. = I=92m struck=20 with how hard it is for the teachers when every kid learns math so=20 differently.=94

=93I=92m=20 pretty mixed. Too=20 much hit or miss depending on the teacher. Accelerated kids=92 needs not = met till=20 they get to high school. = For kids=20 who stick it out, the accelerated program in North is very, very good, = and those=20 that go on do well, get into the best schools. But we=92re losing some along = the way for=20 reasons I said earlier.=94

The rest stated they were mostly dissatisfied, and = their=20 comments are reflected at the appropriate topic sections in this = report.

METCO = Middle and High=20 School Parents did not have much opportunity to discuss strengths of = the=20 curriculum as the session ended earlier than planned. One parent noted:

The discussion focused on challenges encountered by = this=20 population, such as low expectations and an over-representation in the = number of=20 students with IEP=92s. Parental comments are = reflected at the=20 appropriate topic sections in this report.

Weaknesses mentioned by Elementary Parents included = too much=20 emphasis on explaining, lack of differentiated instruction, not enough = time=20 spent on math facts/tables, student experience is too teacher dependent, = and=20 homework is either too much rote and boring or too difficult for parents = to=20 understand to be able to help. =20 Parents also stated they can=92t get a clear picture of what is = happening=20 in class from homework assignments. =20 Some parents noted they either hired = tutors or=20 tutored children themselves when they needed extra help, or sent = children to=20 outside mathematics programs for more challenge. When parents requested more = challenging=20 assignments, students received additional rote or repetitive work that = parents=20 stated seemed punitive. = Some=20 thought the curriculum lacks inspiration or motivation for students and = teachers=20 should make math more exciting to inspire children. Parents are also confused = about the=20 spiraling approach of the curriculum, and many agreed with one who = described how=20 difficult it is to help children with homework. For example:

=93When my oldest son got to = seventh grade =85=20 some kids couldn=92t multiply. = I=20 tutored them. The schools = didn=92t do=20 their job.=94

=93I=20 asked my son what=92s 7x6 =85 he took a lot of time to do it. He=92s in the fourth = grade. I=92d speed it up six = times. The problem I observe in the = classroom=20 is there=92s not enough time on just doing your math=20 tables.=94

=93There=92s no emphasis on = inspiring the kids=20 with math =85 my son has a mental belief it=92s = boring.=94

=93Thinking about the excitement = and=20 enthusiasm =96 I remember one of my older kids was measuring everything = =96 the=20 hall, the closet =96 estimating =96 working with a partner =96 really = thinking about=20 it. They were = curious. I want to go home and find my = kid doing=20 something =96 [being] that curious.=94

=93Again, a strength and weakness = because it=92s=20 so verbal. =20 If your child is having a hard time with reading, math can be a=20 problem.=94

=93I=92m=20 very disappointed. I = never expected=20 living in Newton=20 that I=92d have to go outside [for help].=94

=93My=20 daughter come home with a number line =20 - both my husband and I have PhD=92s in computer science =96 we = would do it=20 one way, but she couldn=92t explain where it started and =91That=92s not = the way I=92m=20 supposed to do it.=94 = I=92m saying if I=20 can=92t help my child with that =85 we need more = guidance.=94

=93I=92m=20 hearing different experiences. = For=20 both my sons, every time I complained [about a lack of challenge] they = got more=20 work for which they got sent out of the classroom to do. Also in = reading, sent=20 to a corner to read. = Every=20 time I complained, my kids=92 lives got more miserable in the = classroom. I backed off. The older one is in = 7^th=20 grade, I=92m still frustrated. = My=20 fourth grader, I sent to an outside program =85 no more = complaining. My kids are=20 happier.=94

Middle/High School=20 Parents found it very difficult not to give their opinion of the = elementary=20 curriculum, even though they were asked to respond to the prompts with = their=20 middle or high school child primarily in mind. Since many of their children = had come up=20 through the elementary system, parents stated:

=93Elementary math is very weak = =85 finally, at=20 middle school, they get serious about it.=94

=93I=92d=20 repeat the elementary comment =85 a basic lack of mental math=20 stuff.=94

=93=94=85=20 the way they learn is by trying to explain everything. For some kids, it=92s very = hard. My son is on the top, and = still he=20 sometimes struggles with how to write the = answer.=94

=93The=20 games are fine as an enrichment exercise. =20 But unless they have the basics, they can=92t appreciate the = games. It doesn=92t work as the core = of the=20 program.=94

=93I=20 asked my daughter before I came here tonight what she wanted me to talk=20 about. She and her = friends =96=20 they=92re very good math students. =20 She said [in earlier grades] when they had to do frames and = arrows and=20 lattice work was torture. = I=20 remember she had the answers and the equations and she had to put it = into this=20 nonsense, and I was thinking =91Where=92s the math?=92 In third grade, her teacher = said =91If I=20 could teach these kids regular math I would. I=92m not allowed to I=92d = advise you get=20 her a tutor so she can hit the Honors math class when she gets to high=20 school.=92=94

When they moved on to discuss the middle and high school = curriculum,=20 parents were concerned with the disjointed curriculum, gaps and=20 inconsistencies in sequencing, levels that don=92t meet the needs or = abilities of=20 students, overcrowded classrooms, teachers =93dumbing=20 down=94 the curriculum, lack or repetition for reinforcement, and the = need to hire=20 outside help. For = example:

=93I=20 have 6^th and 8^th graders and I=92ve seen very = little=20 geometry =85 almost nothing. = When I=20 think of high school and trigonometry, I think it=92s going to be very = crowded in=20 9^th and 10^th grade.=94

=93One=20 problem in 7^th and 8^th grade accelerated math, the = classes=20 are too large, and teachers dumb it down to meet the needs of all = kids. Both my kids have complained = saying all=20 the time in class is spent by the teacher answering kids who shouldn=92t = be there=20 in the first place. You = lose the=20 kids with real interest or real talent in math. And then you have to get a = tutor for=20 them in high school or they won=92t cut it. =20 The school could do a lot more to promote math team as much as = other=20 teams to make math cool. = You lose=20 the kids who would have been passionate about = math.=94

=93My=20 son is in an accelerated math program in middle school. There=92s 26 kids=20 in his class =85 too big a class for this = teacher.=94

=93Daughter in middle school, 36 = kids in her=20 advanced math class =85 they=92re packed in. =20 It=92s not a functional classroom =85 they spend half of the = class time=20 reviewing questions kids had about the homework, the textbook does not = stand=20 alone, and she gets totally bored waiting for the new=20 material.=94

=93I=92m=20 also troubled by the gaps at the high school level =96 there=92s a huge = jump between=20 Honors and Curriculum I =96 those that drop down find it too=20 easy.=94

=93Feels like the curriculum is = lumped=20 together in a mix and match thing =85 it jumps around and doesn=92t seem = to be=20 intertwined =85 so they might get it, but they forget it =85 doing = totally different=20 units without much overlap =85 and there=92s no repeat, repeat,=20 repeat.=94

A couple of comments were made by the METCO Middle and High School = Parents=20 about weaknesses in the curriculum, such as homework that requires very = little=20 critical thinking, and student learning primarily to pass tests. For example:

Since so many METCO=20 Parents mentioned their children had Individual Education Plans = (IEPs), these parents focused more on this issue, = discussing=20 at length their concern over the low expectations set forth for their = children,=20 teachers who don=92t relate to their children or know how to meet their = needs,=20 labeling that injures a child=92s self-esteem, and the questions they = have as to=20 why their children have IEPs. For example:

=93Seems everyone in this group = has an=20 IEP. =20 Something is wrong =85 they seem to be set up just for these = kids. It=92s too many. What I would like to know is = how does it=20 balance out with the other kids out there? =20 Something=92s strange.=94

=93My=20 child is on an IEP since elementary school for math. They give you a suggestion = that your=20 child would be better on an IEP so his math would be simpler, not so = complicated=20 at his level =96 but what is his level? =20 What do they expect him to comprehend is my question. What makes them feel he needs = to be on=20 an IEP for math?=94

=93I=20 think they need to start focusing on children=92s learning styles = instead of=20 labeling them with a disability. = They=92re ruining the child=92s self-esteem. Our children are not disabled, = they just=20 learn differently. = Many of=20 our children are rhythmic =85 it=92s our culture =85 let them implement = something to=20 do with that. I talked to = the=20 guidance and assistant principal when I had my child=92s IEP meeting and = brought=20 it up.=94

=93My=20 son was not in METCO, he was in a private school. Begged to = go to public=20 school. His grades = went from=20 A=92s to C=92s. The = school called me=20 and asked if I have him tested. = I=20 ignored that and took him out, back in private school, did = excellent. Went back to public, grades = went down=20 again. Now he=92s = graduating and=20 wants to be an auto mechanic. = See,=20 it=92s the expectation level. =20 [Teachers] don=92t know how to relate to [our kids]. Easy to say this kid has a = learning=20 problem.=94

=93Everyone here walks. That=92s the expectation. Kids, if we expect they=92re = gong to do=20 good, they do good. Martha Collins/Chicago =96 = took the worst=20 of the worse =96 they scored five years ahead =85 why? Because = she held that=20 high expectation. = Schools=20 aren=92t doing that and METCO isn=92t doing = that.=94

=93My=20 daughter gets special help when taking a test =96 they help these kids = on=20 tests. What=92s that = doing for the=20 child? Ruins them =85 = conditions them=20 to pass the test.=94

Elementary Parents=20 discussed the burdens on teachers given NCLB, MCAS and the number of = assessments required. One = questioned whether it=92s too much to expect for one teacher to be good = at=20 teaching everything, such as math, reading, and social studies.

Another also wondered aloud whether it=92s fair to = expect all=20 teachers to be able to differentiate instruction. Parents talked about how the = level of=20 confidence a teacher has in mathematics teaching affects the student=92s = experience, and several stated teachers require more preparation and=20 professional development. = Parents=20 also want to see teachers given more opportunities to collaborate and = share=20 what=92s working with each other, as well as sharing what=92s working = across the=20 entire NPS system. For=20 example:

=93I=92ve been very happy with the = teachers who=20 I noticed felt confident with their math. =20 One teacher had kids using computers to learn math =85 opened up = a whole=20 world. Teachers who are = confident,=20 maybe 3 out of 6 were very satisfying; others who weren=92t strong, you = could tell=20 they were not confident.=94

=93A=20 lot of teachers I encounter say =91I was never very good at = math.=92 If you said that about = literacy at an=20 interview =85=94

=93Needs to be more teacher=20 prep. =20 Go back to that level for better understanding and=20 training.=94

=93I=20 think it=92s unreasonable to expect teachers to do [differentiated=20 instruction]. I thought = they=92d be=20 able to, but they=92ve got kids who don=92t speak English, and though = they might=20 have an aide, [the aide is] there for the needy =85 it=92s not = reasonable to expect=20 this.=94

=93I=92m=20 mostly satisfied with the curriculum itself =96 I think there=92s a lot = of good=20 things there =96 but, there needs to be more teacher=20 training.=94

=93Everyday Math is a strong = program =96 the=20 spiraling, the constructivist approach =96 what makes or breaks it is = the=20 teacher. There needs to = be more=20 professional development on how to use the program better. Also, it=92s principal=20 driven.=94

Middle/High School = Parents talked=20 about the inconsistency in teaching ability and teaching styles their = children=20 have encountered. One = thought=20 teachers should be more adept at using computers for mathematics = instruction;=20 others noted inconsistencies in homework assignments and review. Parents also stated that = sometimes they=20 found teachers and administrators unresponsive to their concerns. For example:

=93Math teachers should be = literate on=20 computers and demonstrating that to kids =96 it=92s a great tool =96 the = science=20 teacher used it =96 no reason not be doing that in math. It=92s an underused=20 resource.=94

=93Some [of these] things I=92m = hearing tonight=20 I haven=92t experienced, so I wonder if it could be the quirks of some=20 teachers.=94

=93Great variety between teachers = =96 [my child]=20 does well one year, next year lousy =96 too much left up to the = discretion of the=20 teacher.=94

=93There were four changes of = teachers in=20 ninth grade Honors =96 a pretty pathetic class. And the teacher who took over = doesn=92t=20 review the homework. = Certain kids=20 will make the same silly mistakes, because they don=92t know the basic=20 fundamentals, and if the teachers don=92t correct the homework, the kids = don=92t=20 learn what they=92re doing wrong. =20 They=92re not getting the fundamentals --- until they need a = tutor for the=20 SAT=92s.=94

=93My=20 son was doing great until he went to South and had a horrible teacher = =85 he=20 decided he wasn=92t good in math and dropped out of Honors math. The problem was the teacher .. Principal said =91Good teachers are hard = to=20 find.=92=94

=93I=20 think the comments about weaknesses in building strong math foundations = in=20 elementary is a real problem here. =20 My daughter had an incredible math teacher [in another state] who = emphasized logical thinking and organizational

abilities that I=20 have not seen drilled well here k-8. =20 Extremely weak young teachers, and = I=92m a big=20 intervener with teachers when I=92m concerned. No follow up from teachers, so = I=92ve=20 placed her in the Russian school of math because I=92ve lost confidence = in math in=20 the middle schools.=94

METCO = Middle and High=20 School Parents believe teachers have different teaching styles, and = that=20 teacher issues are system-wide and not limited to the METCO = program. Several talked about the = importance of=20 making a personal connection with teachers. For example:

=93Certain teachers expect more = out of your=20 kids. It=92s not a METCO = issue =96 it=92s=20 a school system issue =96 it=92s a systemic = issue.=94

=93It=92s important who the math = teacher is =96=20 because they=92re all teaching the same math but one teacher takes this = group, and=20 all the levels go up. And = another=20 takes a group, and they go down. It depends who=92s in front of = those kids=20 and how he operates with the student. =20 Some teachers are outstanding.=94

=93Someone asked, =91Does = [communication] get=20 better or worse in high school?=92 It=20 depends on the teacher. I = say get=20 up there and meet these teachers. =20 They need to see your face, communication is better when they see = you,=20 and they know this kid has a parent who cares, who=92s=20 advocating.=94

=93It=92s about style. If you child is in math and = comes to me,=20 and I=92m that positive math teacher who really works with the students = =85 some=20 teachers might not be like that =85 the teacher can make all the=20 difference.=94

Middle = and High=20 School Parents were asked about the transition years (5-6 and 8-9), = what=20 they knew about the placement procedure for their children and how they = had been=20 informed, and whether there had been opportunities for discussing this = with=20 teachers. A few had very = positive=20 experiences at these junctures, while others didn=92t feel as though = they had been=20 given enough information or opportunities to discuss options. One noted = there=20 needs to be more communication between elementary, middle and high = schools. A few parents expressed = concern because=20 they were not included in the decision making process, stating that = students=20 were too young to make these decisions themselves. Some confusion was expressed = about when=20 or whether students could take calculus, and parents also find the SIMMS = curriculum difficult to understand. =20 One parent raised a concern about girls in mathematics and the = equity of=20 expectations. Others were = concerned=20 about parents who override a teacher=92s recommendation and put their = students in=20 accelerated classes. = Another=20 questioned why information about students is not passed along at = transition=20 years. For example:

=93All=20 teachers here in Newton always gave us explanations about levels and we = felt we=20 could discuss that with them =85 always had all the info we needed and = made the=20 decisions together =85 talking with the teachers and the kids and=20 plenty

of = emails from=20 the teachers =85 but, with the levels, I feel they do it too late. Newton trying to be very democratic = in schools=20 =96 too democratic =96 math is not a democracy. It=92s not fair for the = stronger kids =96=20 they=92re not challenged enough even in accelerated =96 sometimes = they=92re just=20 waiting for the rest of the class to be finished. And all the teachers do is = give them=20 extra work to do after class =85 I ended up asking them to stop=20 it.=94

=93There was a program where the = department=20 head explained everything =85 it was great and I felt very well=20 informed.=94

=93The=20 teachers and principal worked very well with us picking the=20 curriculum.=94

=93Cindy Bergen came in and = explained the=20 paths =85 so many said how helpful that was =85 because the flow chart = is=20 confusing. It was very = helpful, and=20 it was initiated by the parents.=94

=93I=20 think they=92re lacking communication from elementary to middle school = and middle=20 school to high school =85 because we parents had to tell teachers at = [our=20 elementary school] that at the 9^th grade the kids didn=92t = have what=20 they needed. There needs = to be more=20 communication between schools.=94

=93My=20 son is a 7^th grader. = The=20 math program seems to be all over the place. He came home all excited = because the=20 teacher had spent a significant amount of time selling=20 him on SIMMS. I felt = very violated. =20 We want to be educated on it. =20 I was very upset about him being sold. Parents need to be involved in = the=20 decision making process.=94

=93[We=20 had] no opportunity to talk to teachers about it. You should see the grid after=20 6^th grade =96 three levels of math =96 not sure what = they=92re called. And a parent can disagree with = the=20 recommendation, but it=92s the sixth grade math teacher who is the = primary=20 determinant of where they go =96 and it=92s all teacher dependent anyway = =85 and the=20 school never shares with you their thought process as to why they place = you=20 where they do.=94

=93With the transition from = 8^th to=20 9^th, I=92ve encouraged my daughter not to do Honors because = I=92m=20 concerned about girls in math. = She=20 does very well in Level I, and she was given the option to go to Honors, = and=20 decided not to. I think = it was the=20 right thing to do.=94

=93One=20 thing that confuses me, the SIMMS program is a complete mystery to = me. I don=92t know how people = figure it=20 out.=94

=93When can they take = calculus? They shouldn=92t have to do it = in the=20 summer, but it=92s basic to move into science or engineering. For [the curriculum] to not = teach=20 calculus after all this =85 it=92s like you=92re asking, =91Are you = going to be a=20 scientist or engineer or architect, or not?=92 It=92s=20 frustrating.=94

=93I=20 think it=92s horrible parents can choose = accelerated when=20 teachers don=92t recommend it. =20 There=92s a group of kids there that are disruptive, probably = pushed into=20 the class, taking time away from the others.=94

=93There=92s a wealth of = information at school=20 about your child that=92s not being passed on or transferred, for = example for=20 6^th grade. In = my=20 experience, they=92re all dumped in together = and=20 assessed. [Teachers] = could have=20 looked at this wealth of information and seen that he can do it, but = maybe it=20 needs to be slowed down, maybe he needs more time for processing and=20 language. There was a ton = of=20 information on what he needed that didn=92t get transferred=20 over.=94

METCO = Middle and High=20 School Parents began to share their understanding about the effect = of the=20 level or path their child was on for future choices early in the focus = group=20 discussion. Some parents = stated=20 they were given guidance, others were not, or found they had to seek it=20 out. Mostly, as = previously noted,=20 METCO parents were dismayed at the low expectations set for their = students and=20 the large number that have IEP=92s. After listening, some parents = stated=20 they better understood why so few of their population are in advanced or = Honors=20 classes. For example:

=93Math could be explained better = to me =85=20 going from 7 to 8 =85 there=92s a decision and where they=92re going is = important and=20 you don=92t know that. I = stumbled on=20 it. I looked through the = book =96=20 went through the tree =96 then I asked the teacher =96 and she said = =91Yes, parents=20 should be warned in 5^th or 6^th grade, because = it=92s too=20 late later.=92 You have = to catch that=20 =96 if you want your kid to go to this college, they need to be in this = class at=20 this level earlier =85=94

=93For=20 my daughter, they sent home the work for the levels, and they gave us = some=20 advice for where they should put her.=94

=93I=20 didn=92t allow the school to make the final decision. I went outside the school, to = a=20 physician, and I decided. = I meet=20 all the teachers, sit down, have a personal=20 conversation, =91I need you to know about my child and me. We=92re going to be = communicating, and not=20 just when he=92s done bad, it=92s when he=92s done good. So we have that open = communication. It=92s very important, and I = plan to do it=20 when he enters into Newton South in September =85 that type of = interaction helps=20 the teacher help your children =85 it does pay = off.=94

=93The=20 question about the IEP situation is =91Where are they not allowing the = child to=20 go? It almost puts them = into a=20 box.=94

=93This is making so much sense, = because my=20 daughter says =91There are no kids from Boston in my class.=92 She=92s in=20 AP/Honors.=94

=93Mine said the same thing. The only other black child in = Honors in=20 the middle school was a child that lived in Newton. =20 =91I=92m the only one, everyone else = [from METCO] is=20 in SPED.=92 I=92ve seen = these kids=20 since elementary school, it=92s not = possible.=94

Elementary Parents=20 mentioned other topics they don=92t understand. These included:

=93You=20 never hear anything much about math and science =96 lots about reading, = literacy =85=20 we=92re supposed to be moving to an inclusive culture =85 but it = doesn=92t seem to=20 include math and science. = There=92s=20 not thrust from the administration.=94

=93The=20 balance with literacy is out of whack a little, needs to be=20 adjusted.=94

=93I=20 spackle in what the school system does not teach my son =85 I have no = problem=20 doing that. But not every = parent=20 has the time, interest, ability to do that, and it=92s=20 unclear how much to rely on the school doing and how much to do at=20 home.=94

=93I=92m=20 concerned about the supplementing =85 so many are doing this =85 I=92d = like to know=20 the percentage =85 because when all these schools come together to = middle and high=20 school =85 is it going to be weighted one way or another? Like ten percent at school A = in a=20 different part of town than mine =96 how wide spread is it? If it=92s two or three kids = who have been=20 to Russian Math, how will those two or three affect the entire = class? It=92s going to affect very = child=92s math=20 experience =85 because they=92re different =85 they=92re = ahead.=94

=93My=20 argument is my kids need extra challenge, and they ought to get it in=20 school. Kids should = be able=20 to be kids too. = Shouldn=92t come=20 home, and here=92s another three hours of = math. He wants to be a kid when he = come home =96 I wish he could get it in=20 school.=94

Middle = and High=20 School Parents voiced these concerns about inconsistencies and other = issues and=20 one suggested a Parent Resource Center:

=93With language and literacy, = there are=20 terrific safety nets in place =85 lots of analysis, early identification = of=20 language problems starting in kindergarten. I=92m dumbfounded as to why we = don=92t have=20 the same kinds of follow-through and early identification of math = strategies and=20 tools. Kids in trouble in = reading=20 we can offer tools and teach them to read. =20 Not in place in math =96 why is that?=94

=93Something=92s wrong with the = math department=20 because our kids are leaving Newton to go to a Marlboro charter = school=20 geared to math and science. = It=92s=20 costing us $10,000 for each kid we=92re = losing.=94

=93Something=92s strange about = giving tests =85=20 getting the results. They = can=92t=20 take the tests home, so we don=92t get to see it. My child says [he] got 22 out = of 27 =96=20 what does that mean? Even = the kids=20 don=92t see them, so they don=92t know what they got = wrong.=94

=93MCAS =85 someone asked =91How = are we=20 doing?=92 Not as high as = we=92d=20 expect. There=92s a very = high Asian=20 population excelling =85around 85%. =20 Whites around 70%, a concern there=92s too much gap between the=20 groups. Then there=92s a = huge gap to=20 African Americans =85 29% were needs improvement, and 40% were W or F = =85 and=20 affluent communities have more money to hire tutors =85 it=92s very=20 discouraging.=94

=93Kids are retaking tests. You are allowed to take it = home, can=92t=20 get above an 80.=94

=93What if there was a Parent = Resource Center here at the school, or = the library,=20 where we could come to find out [about the curriculum], and get a better = understanding of the program ourselves? =20 Because at least this is citywide =96 damn few things are = citywide in the=20 curriculum.=94

METCO = Middle and High=20 School Parents discussed ways to address the low expectations and = number of=20 IEP=92s they heard about during the focus = group=20 discussion. They talked = about the=20 responsibility of parents to create opportunities to get together, talk, = share,=20 and learn how to help their children. =20 They also want METCO to give them a facilitated opportunity to = come=20 together to read and discuss the evaluation report. For example:

=93One=20 way we can probably solve this =85 I think the parents don=92t = communicate with each=20 other. We all should get=20 together. That might be a = suggestion to METCO next year. = But=20 I=92m appalled so many have an IEP, and yet you=92re told the METCO kids = are the=20 cream of the city =85 =91These are the parents that care, they show = up. Menino wants=20 us to come back.=92=94

=93If=20 they took all these kids and put them together in a class, I bet = they=92d=20 excel. We=92d all move at = the same=20 level.=94

=93That=92s why I say it=92s about = parent=20 involvement. It=92s up to = you to=20 advocate for your child. = I=92ve been=20 doing it since first grade, so they can=92t decide what=92s best for my = child=20 without my input. We have = all these=20 parents that drop the ball. = I still=20 have to come back to non-parent involvement and non-parent=20 communication.=94

=93I=20 think when the report comes out, we need to come together, everybody = spliuts up that report. [We=92ll need] facilitation, = because=20 there=92s lots of different cultures here. =20 People will have a hard time understanding the report. Dialogue =96 Chinese, = Cape = Verdean =96 but by participating = in the=20 group you=92ll help your child.=94

=93And=20 better to inform the elementary parents so they=92re kids don=92t fall = through the=20 cracks. So they know = what=92s=20 required of them as a parent. = So=20 when they way across that stage at graduation they have a real degree so = they=20 can get a real job.=94

Parents were grateful for the opportunity to = express views=20 and opinions in the focus group forums. =20 Most seemed to share openly and candidly, all were respectful of = each=20 other, and many were eager to continue the discussion past the specified = ending=20 time. The enthusiasm = expressed by=20 METCO parents for the chance to hear each other and to learn more about = their=20 children=92s experiences in school, as well as to be able to discuss = steps they=20 could take to remedy some of the inequities they heard about signals an=20 opportunity for Newton to capitalize on this = enthusiasm. Several of these parents urged = each=20 other to take responsibility for their child=92s education =96 and = discussed near=20 the end of the meeting how to motivate other parents to be more = involved.

For METCO parents, the greatest learning and the = greatest=20 concern that surfaced in the discussion was the high number of METCO = students=20 who have an Individual Education Plan (IEP). Several were surprised to = learn this and=20 some seemed to be hearing for the first time about the issue of disproportionality, one that is receiving a great = deal of=20 attention today in the realm of special education. These parents expressed dismay = at the=20 low expectations they perceive teachers have for their children, which = they see=20 as the root of a cycle that labels children, depletes their self-esteem, = and=20 puts many on a path that leads to a high school diploma that, in = parents=92 view,=20 doesn=92t translate to knowledge or skills necessary to thrive in either = the=20 working world or in higher education. =20 METCO parents want educators to understand and appreciate their=20 children=92s strengths and focus on those instead of magnifying = differences that=20 are not necessarily weaknesses. = A=20 few METCO parents talked about staying on top of their child=92s process = through=20 constant communication with teachers and visibility in the school. Others seemed to be hearing = about this=20 strategy for the first time. = The=20 good news is as a group they appeared to assume responsibility for = improving=20 matters rather than blaming the system entirely. The METCO staff has a great = opportunity=20 here to work with these parents to bring more equity to the system for=20 students.

Feedback from all parents corroborates and adds = detail=20 concerning some of the findings in the Overview Report submitted in July = of=20 2004. For example, = frequency and=20 timeliness of communication from teachers and schools about student = progress was=20 somewhat of an issue, although focus group parents were even more = concerned with=20 what was being = communicated. Parents want a deeper = understanding of=20 what their children are doing and learning in class so they can show = appropriate=20 interest, help with homework, and answer questions intelligently. There doesn=92t seem to be = another way for=20 parents to learn this except from teachers, coordinators and = administrators, and=20 it is part of the job of schools to keep parents abreast of student = needs. However, though some efforts = have=20 certainly been made, parent schedules may not line up well with = =93parent=20 information nights or open houses=94, and some parents may feel = intimidated to=20 schedule time with teachers. = It was=20 disconcerting to hear remarks made by those who stated they had not = always=20 received a response from a teacher or administrator when they sought=20 information, or had received a rather blas=E9 response to their = concerns. In addition, parents don=92t = hear much=20 unless their children are having problems, and, as students get older, = they hear=20 less and less. Some are = also=20 concerned that the brightest students lack incentives to stay the = course. Perhaps more effort to reach = parents,=20 educate them about the bigger picture =96 what their children are = learning and why=20 they are learning it this way =96 as well as celebrating successes more = often to=20 ensure the brightest continue to be motivated, would go a long way in = improving=20 parent perceptions of the mathematics curriculum.

While some parents were well aware of the decisions = to be=20 made at the transition years, others seemed to be playing a guessing = game,=20 hoping it would all work out. = The=20 confusion and concern expressed by several about SIMMS, whether a = student will=20 be able to take calculus, and how levels are determined for students, = indicates=20 a better job needs to be done in educating parents to make choices about = curricula, levels, and pathways that will best serve their = children. As well, since some parents = questioned=20 why some students are inappropriately placed in accelerated classes = leading to=20 overcrowded, dysfunctional classrooms, why information about students is = not=20 shared between schools, why the same district-wide support is not = provided for=20 math that is for literacy, why girls are not being challenged as much as = boys,=20 why students take challenging extensions home, why some parents don=92t = have=20 access to homework and tests, why so many are receiving outside help, = and why=20 students once passionate about mathematics are getting bored and giving = up, more=20 effective communication with parents to clarify these issues would serve = to=20 increase their understanding and build rapport.

While they didn=92t want to find fault with all = teachers,=20 parents suggested that some were better than others, some were more = confident=20 teaching math than others were, and a few were inspiring. Interestingly, parents were = empathetic=20 as they were very aware of the additional burdens on teachers due to No = Child=20 Left Behind legislation. = They=20 discussed whether it is logical to expect all teachers to be able to=20 differentiate instruction, or to be excellent at teaching every subject = as is=20 required of elementary teachers. = Inconsistencies in teaching style, homework assignments, and = expectation=20 noted by parents, and the often-expressed sentiment that =93so much is = teacher=20 dependent=94 result in parents believing teachers need more preparation = and=20 professional development in teaching the required mathematics = curriculum, as=20 well as opportunities to be together to share experiences, ideas, and = what=92s=20 working in their classroom.

A great deal of information was gleaned through = these three=20 focus groups that illuminates and makes apparent the complexities = involved in=20 reviewing curricula and implementing change. Parent made good suggestions, = and those=20 are noted here, along with a few other recommendations for the = Mathematics=20 Curriculum Review Committee to consider:

Learning=20 Innovations at WestEd 91 Montvale Avenue = Stoneham, MA=20 02180 abracke@wested.org