What is it?
True family engagement occurs when families of students with disabilities are valued, active, and meaningful partners in the development and implementation of their child’s instructional programming. IDEA requires parent participation [Sec 300.322] in many aspects of the education of their child with a disability. This includes ensuring that parents are present at each IEP Team meeting and are afforded opportunities for meaningful participation. However, family engagement is more than just involvement in the IEP development. It includes engaging families throughout the students’ instructional programming. In fact, when educators involve families students show better academic outcomes, school engagement, and motivation (Barger et al. 2019). Effective school systems allocate time and resources to ensure educators and families can build relationships and trust and engage in regular, bidirectional conversations about the child’s needs, progress, and services.
What do teachers and leaders need to know?
The Dual Capacity Framework for Family-School Partnerships outlines conditions, policies, and strategies that build the capacity of schools and educators to develop opportunities and conditions that engage families in efforts to improve schools and student outcomes while simultaneously supporting families to engage effectively with schools. As outlined in the framework, partnerships can thrive only if family and staff have the capacities, connections, cognition, and confidence to engage with each other. At the center of the framework is the importance of trust and the use of culturally responsive practices. As a result, it is important that underlying family-school partnerships is a mutual respect and belief in the value of the partnership and the perspectives of those involved. In fact, many of the key ingredients that support student belonging (e.g., heard, invited, present, known, welcomed, involved, supported) also support family engagement.
Where can you learn more?
Tip Sheet