Introduction to Family Engagement
I. Module 1: Introduction
Family engagement plays a critical role in the educational experiences and outcomes of children and families. In this first module, you will be focusing on important definitions associated with family engagement. You will be exploring your understandings of families and family engagement, examining what they mean to you, your colleagues, and to families. At the same time, you will be considering the school's role in establishing relationships and working in partnership with families. You will also learn about the benefits of family engagement and common barriers to effective family engagement.
From the start, leaders and organizations need to buy in to the vital importance of family engagement. This module contains a small sample of the abundance of information related to the benefits of family engagement. While organizational beliefs and priorities can be a tremendous asset, they can also be a barrier, or even detrimental, to effective family engagement. With this in mind, it is essential that programs/districts examine and address barriers to engaging families and to families being engaged. In fact, most of your work in these modules will focus on the capacities of the organization and its staff. This is a departure from traditional parent involvement work where the focus is on what the parents or families need to do for their students and this school. This analysis will play a critical role in your family engagement work, from professional learning needs to effective strategies to the implementation and evaluation of your model/system.
Lastly, we will "begin with the end in mind" by looking at a plan for family engagement. That is, what do we want to create by the end of this course? As you plan your approach to designing and implementing your family engagement system, you will want to keep two key resources in mind: The Dual-Capacity Framework and the Parent, Family, and Community Engagement Framework (PFCE). Elements of these frameworks have been built into these modules.
II. Module 1: Your Plan for Utilizing the Modules
There are many ways to benefit from these modules, ranging from personal learning to family engagement system reform and implementation. If you have not already decided, we recommend being explicit (e.g. having a written plan) about how you will use these modules. Who is involved? What is the purpose, goals, timelines, roles, etc.? What is being implemented and how will it be implemented? How are critical topics like equity, culture, and family addressed? What is your theory of change?
Who will be involved in our family engagement work?
Inclusion is a core value in family engagement work, so always keep in mind who is included (and not included) in family engagement endeavors. Keep in mind that inclusion also means voices, so whose voices are being included and not included? Below are some examples, moving from different levels of focus - individuals to schools to organizations to communities (ranging from individuals to cross-sector groups):
- Individual - Learning for personal or professional growth.
- Group - Using the modules as part of a professional learning community (PLC).
- Using the modules to help build an organization's family engagement plan.
- Using the modules to revise or enhance an organization's family engagement work, plans, etc.
- Using the modules as part of an organization's reform efforts/plans.
- Using the modules as a collaborative effort between organizations.
- Using the modules as part of a community's family engagement efforts.
What is the purpose of your work?
Wherever you are in your family engagement work, it is important that you understand not only why you are doing it, but that you also and that understand where you are going. While learning about families and family engagement is fun, there exists so much information that one can get overwhelmed and lose track of goals, missions, purpose, etc. It is important to keep in mind that anyone can benefit from these modules. Similar to above, there is a range, for example:
- Individual - learning so that one improves his/her practice.
- Group - part of a PLC to improve a school's family engagement practice and to design a family engagement plan.
- Groups - part of a school-led, community-based effort where a family engagement strategic plan will be created.
What change or reform agents are needed?
Family engagement work should include a continual analysis of your school's (or program, organization, community, etc.) current approach to family engagement. How are families perceived and understood? What current strategies do we employ? What are our beliefs/mindsets about families and their roles in their children's learning and development? What biases and prejudices impact our work? How are we addressing culture (also includes the culture of your organization), race, equity, etc.? Is our family engagement work coherent and systemic? Like the other areas, be clear about your change agents and reform goals.
- Align family engagement efforts with school reform strategies.
- Use strategies relevant to family engagement work, like cultural strategy or narrative analysis.
III. Module 1: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants identify diverse interpretations of the meanings of key terms, like family, family engagement, and involvement. |
| 2. Participants understand the benefits and potential barriers of family engagement. |
| 3. Participants investigate and understand ways of planning for and implementing family engagement work/systems that are coherent and sustained. |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
IV. Module 1: Topics
1. Family Engagement Overview
Can New Forms of Parent Engagement Be an Education Game Changer Post-COVID-19?
Click Here, Brookings
Don’t Forget the Families: The Missing Piece in America’s Effort to Help All Children Succeed
Click Here, Search Institute
Family Engagement
Click Here, Early Childhood Learning and Knowledge Center (ECLKC)
Family Engagement Is a Public Good: Past, Present, and Future
Click Here for PPT or Here for Video, Heather Weiss, Harvard University
Harvard EdCast: The Role of Family in a Child’s Success
Click Here, Harvard Graduate School of Education
How Family, School, and Community Engagement Can Improve Student Achievement and Influence School Reform
Click Here, nellie mae Education Foundation
2. Definitions Important to Family Engagement
Definitions of Family Engagement
The definition domain includes statements, phrases, and/or quotations that explain the meaning of or provide a description of family engagement for each discipline referenced in the inventory. This section highlights a family engagement definition from research on the designated discipline.
Click Here, ChildWelfare.gov
Policy statement on family engagement from the U.S. Departments of Health and Human Services (HHS) and Education (ED)
Click Here
Redefining Family Engagement for Student Success
Click Here, Harvard Family Research Project
3. Moving from Parent Involvement to Family Engagement
Beyond Random Acts Family, School, and Community Engagement as an Integral Part of Education Reform
Click Here, archived from the Harvard Family Research Project
Differences Between Parent Involvement and Parent Engagement, The
Click Here, Larry Ferlazzo
Involvement or Engagement?
Here, Larry Ferlazzo, ASCD
Also see Larry Ferlazzo's follow up: A Look Back: The Differences Between Parent “Involvement” & Parent “Engagement” Click Here
Parental Involvement to Parental Engagement: A Continuum
Click Here, Janet Goodall and Caroline Montgomery (2014), Educational Review, 66 (4), 399–410, http://dx.doi.org/10.1080/00131911.2013.781576
Shifting from Parental Involvement to Parental Engagement
Click Here, National Association of Elementary School Principals (NAESP)
4. Benefits of Family Engagement
A New Wave of Evidence; The Impact of School, Family and Community Connections on Student Achievement
Click Here, SEDL
Benefits of Family Engagement
Click Here, Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services
Early Parent Involvement and School Achievement: A Longitudinal Path Analysis
Click Here, Hayakawa, M., Englund, M., Warner-Richter, M., & Reynolds, A. (2013). Early parent involvement and school achievement: a longitudinal path analysis. NHSA Dialog, 16(1).
Effects of Parental Involvement on Academic Achievement: A Meta-Synthesis
Click Here, Wilder, S. (2014). Educational Review, 66(3), 377-397.
Experience the Ecology of Learning (video)
Click Here, Global Family Research Project
How Parent Involvement Leads to Student Success
Click Here, Waterford.org
Linking Family Engagement to Learning: Karen Mapp's '8 for 8'
Click Here, video, Karen Mapp
National Dropout Prevention Center/Network
Click Here, Clemson University
Parental Involvement
Click Here, Education GPS, Organisation for Economic Co-operation and Development (OECD)
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills
Click Here, Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). MDRC. www.mdrc.org
Why Family Engagement Matters for Student and School Success
Click Here, Global Family Research Project
5. Barriers to Effective Family Engagement
Addressing Common Barriers to Family Engagement (starts on page 7.16)
Click Here, Ohio Community Collaboration Model for School Improvement
Barriers to Parental Involvement in Education: An Explanatory Model (full text not free)
Click Here, Hornby, G., & Lafaele, R. (2011). Educational Review, 63(1), 37-52.
Building Trust with Schools and Diverse Families
Click Here, WETA, All About Adolescent Literacy
Identifying Barriers: Creating Solutions to Improve Family Engagement
Click Here, T. L. Baker, J. Wise, G. Kelley, and R. J. Skiba (2016). The School Community Journal, 26(2), 161-184.
Click Here for current issue of The School Community Journal
Parental Involvement: The Missing Link in School Achievement (addresses barriers)
Click Here, LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Preventing School Failure, 55(3), 115-122.
6. Two Main Frameworks for Family Engagement: Dual Capacity-Building and Parent, Family, and Community Engagement (PFCE)
The Dual Capacity-Building Framework for Family-School Partnerships
Click Here
Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships
Click Here, SEDL
- Dr. Karen Mapp - The Dual Capacity-Building Framework for Family-School Partnerships - Version 2
- Usable Knowledge: Karen Mapp's Framework for Family and Community Engagement
- Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement
- Click Here, Carnegie Corporation of New York, 2021
Parent, Family, and Community Engagement Framework (PFCE)
Click Here
- Understanding Family Engagement Outcomes: Research to Practice Series
- Click Here, Early Childhood Learning & Knowledge Center (ECLKC)
V. Module 1: Discussion
In each module, there are two discussion forums. The first focuses on exploring and learning about topics and information related to family engagement. The second focuses on the actual practice of family engagement, applying and practicing strategies (participants may also choose to discuss evaluation in this part).
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- What is your organization's definition of family engagement? Based on what you have read in this module, what would you change?
- List a benefit of family engagement and why you think it is important.
- Discuss a benefit of family engagement that you have seen in your work with families. What does the literature say about this benefit (e.g. Does it support your observations?)?
- What is a barrier to family engagement that resonated with you? Discuss what this barrier provoked you to think about.
Apply and Evaluate
- Discuss ways that your organization's definition of family engagement impacts the way family engagement is thought of and practiced in your organization.
- List a benefit of family engagement and share a strategy for implementing/improving it in your organization/community.
- List a barrier to family engagement and share a strategy for removing/reducing the barrier.
VI. Module 1: Synthesis
To demonstrate completion of the module and receive clock hours, participants will conclude each module by submitting a synthesis.
Click Here
VII. Module 1: Project
Create a map, or inventory, of all family engagement work occurring in your district/organization. At this point, your map does not need to be extensive, but you may find it especially helpful to build on the map as you work through the modules. Below are some sample questions:
- What programs and people have contact with or work with families?
- What requirements are there for parent contact or family engagement?
- What district/organization plans and policies relate to parents and families?
- What family engagement events/activities are currently taking place?
- Who do you partner or collaborate with to provide family engagement? (or what other programs in your community have contact with families?)
- What data do you collect to inform your family engagement work?
Planning Your Family Engagement System
I. Module 2: Introduction
It is essential to consider multiple foundational concepts when building a comprehensive, authentic family engagement system. The resources in this module were selected to help you thoughtfully and intentionally plan your family engagement work. What values are important to your organization? How are these values conveyed to children and their families? What do you want your family engagement work to accomplish? How are you analyzing your current family engagement practices and system? The planning phase of family engagement is so important because we are not starting with a blank slate. Parents, families, and communities have histories and understandings that impact the way they engage. Lived experiences are unique, yet they can also be shared. Adults are going to have their own experiences and memories of schooling/education, both as children and now as parents. How will your family engagement system adapt to address the needs of parents who may have unpleasant memories of school, or who hold negative beliefs/opinions about school? In Module IV, we specifically dive into learning about your organization, but throughout the modules it is recommended that you make a practice of self-assessment (not only your work and experiences, but the work/experiences throughout the system in which you are embedded). For example, in each module, try to consider your organization's strengths and weaknesses, vulnerabilities and resiliencies, barriers and opportunities.
These are just a sampling of questions you may consider as you analyze the readings and your current system. Please note that the readings and topics in this module are not intended to be a complete list. Rather, they serve as important considerations. Some topics you may want to delve into deeper while others you may result in a brief reading for general understanding. If you have disparities in your district/community, you may want to spend more time on topics like equity and implicit bias. If you are seeking more comprehensive family engagement work, topics like ecological theory would be important.
In Module 2, you will learn about family systems and explore different theories that will help frame family engagement through an empowerment and strengths-based lens (i.e., Family Empowerment- Dunst; Social Capital -Coleman; and Funds of Knowledge -Moll). This module is not designed to contain all theories and topics that may ground or influence your work. However, it is likely that the theories below will play an instrumental role in your work along with other theories that you include that will influence your work. Section IV introduces some topics that you may will want to consider as your plan your family engagement system. The theories and approaches lead into the resources in section V, where we start considering and planning for a systemic approach to family engagement.
Modules 2, 6, and 12 are connected so that you are sequentially and gradually building toward your comprehensive, systemic family engagement plan.
II. Module 2: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants understand the role of theory in family engagement work. |
| 2. Participants analyze and choose theories that will inform their family engagement work. |
| 3. Participants discuss how theories impact action/strategies. |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
III. Module 2: Topics
Family Theories: An Introduction
Click Here, Sage Publication International Educational and Professional Publisher, Thousand Oaks, London, New Delhi, 1996
Family Theories: An Introduction
Click Here, White, J. M., Martin, T. F., & Adamsons, K. (2018). Sage Publications.
Theoretical and Conceptual Frameworks Used in Research on Family-School Partnerships
Click Here, Yamauchi, L. A., Ponte, E., Ratliffe, K. T., & Traynor, K. (2017). School Community Journal, 27(2), 9-34.
1. Culturally Responsive
Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools
Click HereLeo, A., Wilcox, K. C., & Lawson, H. A. (2019). School Community Journal, 29(2), 255-280.
Culturally Responsive Family Engagement video
Click Here, Office of Head Start, Early Childhood Learning & Knowledge Center (ECKLC)
Ecocultural Patterns of Family Engagement among Low-income Latino Families of Preschool Children
Click Here, McWayne, C. M., Melzi, G., Limlingan, M. C., & Schick, A. (2016). Developmental Psychology, 52(7), 1088–1102. https://doi.org/10.1037/a0040343
Family Engagement and Cultural Perspectives: Applying Strengths-based Attitudes
Click Here, Early Childhood Learning & Knowledge Center (ECKLC)
Home, School, and Community Collaboration: Culturally Responsive Family Engagement
Click Here, Grant, K. B., & Ray, J. A. (Eds.). (2018). Sage Publications.
Meeting, Knowing, and Affirming Spanish-speaking Immigrant Families Through Successful Culturally Responsive Family Engagement
Click Here, Gabriel, M. L., Roxas, K. C., & Becker, K. (2017). Journal of Family Diversity in Education, 2(3), 1-18.
Meeting the Needs of Refugee and Immigrant Students and Families in a Culturally Responsive Way.
Click Here, Tran, D., & Hodgson, B. R. (2015). Voices in Urban Education, 41, 7-15.
2. Ecological Theory
A Parental Involvement and Academic Socialization Model: A Cultural Approach
Click Here, Chun, H., & Devall, E. (2019). School Psychology, 34(5), 555–565. https://doi.org/10.1037/spq0000330
Facilitating Family Involvement and Support for Inclusive Education
Click Here, Yaoying Xu and John Filler (2008), The School Community Journal, 18, No. 2
Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework
Click Here, Weiss, H. B., Kreider, H. E., Lopez, M., & Chatman-Nelson, C. E. (2010). Sage Publications, Inc.
Setting the Stage for Family, School and Community Partnerships
Click Here, Ohio Department of Education
3. Equity
Advancing Equity-Based School Leadership: The Importance of Family–School Relationships
Click Here, Flores, O. J., & Kyere, E. (2020). The Urban Review, 1-18. https://doi.org/10.1007/s11256-020-00557-z
“Darles el lugar”: A Place for Nondominant Family Knowing in Educational Equity
Click Here, Barajas-López, F., & Ishimaru, A. M. (2020). Urban Education, 55(1), 38-65.
Family Engagement Toolkit: Continuous Improvement Through an Equity Lens
Click Here, WestEd, produced by the California Department of Education
From Family Engagement to Equitable Collaboration
Click Here, Ishimaru, A. M. (2019). Educational Policy, 33(2), 350–385. https://doi.org/10.1177/0895904817691841
Implicit Bias: An Unconscious Barrier to Family Engagement
Click Here, Brion, Corinne (2020). Educational Leadership Faculty Publications, 242. https://ecommons.udayton.edu/eda_fac_pub/242
Parent Engagement as a Lever for Equity and Achievement: A Discussion
Click Here, Education Week, video
Reinforcing Deficit, Journeying Toward Equity: Cultural Brokering in Family Engagement Initiatives
Click Here, Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., & Tran, C. (2016). American Educational Research Journal, 53(4), 850-882.
Strategies for Equitable Family Engagement
Click Here, Jacques, C., & Villegas, A. (2018).
Supporting Families Through Equity-Infused Program Change
Click Here, Mathematica
The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
Click Here, Patrice Fenton, Lydia Ocasio-Stoutenburg & Beth Harry (2017), Theory Into Practice, 56:3, 214-225, DOI: 10.1080/00405841.2017.1355686
Towards Equitable Parent-School Collaboration: Developing Common Parent Engagement Indicators
Click Here, Ann M. Ishimaru, Joe Lott, Ismael Fajardo, Jessica Salvador. College of Education, University of Washington, January 30, 2014.
For application of this work, see the Equitable Collaboration Framework
4. Family-Centered Practice
Family-Centered Practice
Click Here, Child Welfare Information Gateway
Family-Centered Practices: Birth Through High School
Click Here, Dunst, C. J. (2002). The Journal of Special Education, 36(3), 141-149.
Further Reading:
Family-Centred Practice: Empowerment, Self-Efficacy, and Challenges for Practitioners in Early Childhood Education and Care
Click Here, Liz Rouse (2012), Contemporary Issues in Early Childhood, 13(1):17.
Strengthening Ties: The Case for Building a Social Policy Centered On Families
Click Here, New America Foundation
5. Family Systems Theory
Understanding Families: Applying Family Systems Theory to Early Childhood Practice
Click Here, NAEYC
Application Example
- Using Systems Theory to Understand and Respond to Family Influences on Children's Bullying Behavior: Friendly Schools Friendly Families Program
Click Here, Theory Into Practice, 53(4), 293-299, DOI: 10.1080/00405841.2014.947223
6. Family Strengths
Embracing a Strength-Based Perspective and Practice in Education
Click Here, Resiliency Initiatives
Family Engagement and Cultural Perspectives: Applying Strengths-based Attitudes
Click Here, Early Childhood Learning & Knowledge Center (ECKLC)
Funds of Knowledge
Click Here, video, YouTube, usgovACF
Funds of Knowledge in 21st Century Societies: Inclusive Educational Practices for Under-represented Students. A Literature Review
Click Here, 2018, by Llopart, Mariona; Esteban-Guitart, Moisès. Journal of Curriculum Studies, 50(2), 145-161.
Myth of the Culture of Poverty, The
Click Here, By Paul Gorski, Educational Leadership, April 2008, Volume 65 (7)
Strengthening Families: Increasing Positive Outcomes for Children and Families
Click Here, Center for the Study of Social Policy (CSSP)
What is a Strength-Based Approach?
Click Here, PositivePsychology.com
7. Social Capital
Community Social Capital Model
Click Here, University of Minnesota Extension
Emergence of Social Capital in Low-Income Latino Elementary Schools, The
Click Here, Shoji, M. N., Haskins, A. R., Rangel, D. E., & Sorensen, K. N. (2014). Early Childhood Research Quarterly, 29(4), 600–613. http://doi.org/10.1016/j.ecresq.2014.07.003
Family-School Relations as Social Capital: Chinese Parents in the United States
Click Here, Wang, D. (2008). The School Community Journal, 18 (2), 119-146.
From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks
Click Here, 2003, American Educational Research Journal, 40 (2), 319-351.
New Study Confirms Benefits of Connecting Parents with Each Other to Build Social Capital
Click Here, February 25, 2021, Global Family Research Project
Understanding and Growing Social Capital
Click Here, University of Minnesota Extension
8. Additional Reading
Families and Communities: A Social Organization Theory of Action and Change
Click Here, Mancini, J. A., & Bowen, G. L. (2013). Families and communities: A social organization theory of action and change. In Handbook of marriage and the family (pp. 781-813). Springer US.
How to Bring Early Learning and Family Engagement into the Digital Age
Click Here, New America
Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K–12 Education
Click Here, Maria K. McKenna and Jessica Millen (2013). The School Community Journal, 23(1), 9-48.
IV. Module 2: Planning for Systemic Family Engagement (also see Module 6)
1. Vision and Design
5 Benefits of Human-Centered Design Thinking for Family Engagement
Click Here, Global Family Research Project, Margaret Caspe and Lorette McWilliams, in collaboration with The Early Learning Lab and National Center for Families Learning
Family Agency and Voice: Designing the Next Generation of Family Engagement
Click Here, Global Family Research Project
Joining Together to Create a Bold Vision for Next-Generation Family Engagement: Engaging Families to Transform Education
Click Here, Global Family Research Project
2. Narrative Change
Four Baskets: Necessary Capacities for Narrative Change
Click Here, Narrative Initiative
Measuring Narrative Change: Understanding Progress and Navigating Complexity
Click Here, ORS Impact
Narrative Change
Click Here, Racial Equity Tools
The Role of Narrative Change in Collective Action (video and transcript)
Click Here, Collective Impact Forum
Toward Authentic Family Engagement with Counter-Narrative and Self-Determination
Click Here, Deborah Wasserman and Ayize Sabater (2018). Journal of Underrepresented & Minority Progress, 2 (1).
3. Systemic
Building a System to Support Family Engagement
Click Here, National Association for the Education of Young Children (NAEYC)
Family Engagement System Level Strategies
Click Here, Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services
How Districts Can Lay the Groundwork for Lasting Family Engagement
Click Here, SEDL, American Institutes for Research (AIR)
Taking It To the Next Level Strengthening and Sustaining Family Engagement through Integrated, Systemic Practice
Click Here, July 2019, by Michele P. Brooks, S. Kwesi Rollins, Joline Collins, and Natalie Mayanja. Institute for Educational Leadership
Three Lessons in Developing a Systemic Approach to Family Engagement
Click Here, Allison Rowland, Harvard Family Research Project (archived)
Working Systemically in Action - Engaging Family and Community: A Guide for Facilitators
Click Here, SEDL
4. School Improvement/Reform
Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform
Click Here, Harvard Family Research Project
How Districts Harness Family and Community Energies for School Improvement - Learning From Leadership
Click Here, Wallace Foundation
Strategies for Community Engagement in School Turnaround
Click Here, U.S. Department of Education
V. Module 2: Discussion
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- Discuss a benefit of having a strong theoretical background in regard to family engagement work?
- What theories impact your views and/or practice of family engagement?
- Based on what you have read in this module, how has your understanding of the role of theory changed or evolved?
- What theories, either explicit or implicit, are present in your program/school? How do they impact the way your program/school views families?
Apply and Evaluate
- Reflecting on what you have learned in this model, identify and discuss ways families may be viewed through a deficiency lens. What are some ways to change this perspective and enhance practice?
- How can teachers and schools incorporate Funds of Knowledge into their practice? What role could you play in supporting this effort?
- How can your family engagement work help build social capital?
VI. Module 2: Synthesis
To demonstrate completion of the module and receive clock hours, submit your synthesis of what you learned in Module 2.
Click Here
Learning About Families
I. Module 3: Introduction
Family engagement can have a major impact on school engagement and academic achievement regardless of the social or cultural background of the family. In Module 3, participants will become more familiar with the demographics of Minnesota families and the diversity of family structures and cultures. In school-centric approaches to family engagement, the voice of the family is often neglected. Indeed, this statement (i.e., the "voice" of the family) is one that necessitates deep analysis by districts and their communities, not only in the literal sense, but also in the figurative sense. And, the presence and absence of voice. For example, who are the parents/families who are "heard" in your district? Are responses similar and equitable? What do parents/families want from their schools, or for their children's school experiences?
Family diversity is a key term when we learn about families. "Historically, the term family diversity referred to variations from a traditional family. This implied that there was one best type of family, and that all other family types were dysfunctional and deviant. In a more contemporary view, family diversity refers to a broad range of characteristics or dimensions on which families vary, along with a recognition that there are a multitude of different family types that function effectively. Family diversity thus refers to variations along structural or demographic dimensions (e.g., race/ethnicity, socioeconomic status), as well as in family processes (e.g., communication and parenting behaviors)" (Eeden-Moorefield & Demo, 2007*).
*Van Eeden-Moorefield, B., & Demo, D.H. (2007). Family diversity. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology. Blackwell Publishing. Blackwell Reference Online. Retrieved April, 2020, from https://wfrn.org/glossary/family-diversity-definitions-of/
Undoubtedly, family diversity is a complex and dynamic area of study. To help achieve better understanding, some authors have categorized different types of diversity within families. In the Family Diversity: A Guide for Teachers article, for example, the authors discuss five key types of family diversity: Organizational, Cultural, Social Class, Life Cycle, and Cohort. As you work your way through this module, consider the uniqueness and complexity of not only your own family, but also families in your programs, schools, and communities. The topics and resources in this module are just a sampling of the knowledge we need to gain to work more effectively and authentically with families. More important than the knowledge gained in this module would be the mindset that learning about families is a lifelong endeavor that requires our dedicated attention and prioritization.
Modules 3 and 8 are connected, with the latter focusing on the practice of family engagement.
II. Module 3: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants learn about demographics of Minnesota families. |
| 2. Participants identify and understand different types of diversity within families. |
| 3. Participants understand the family perspective with regard to children and families' school experiences and expectations |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
III. Module 3: Topics
One Size Does Not Fit All: Understanding Parent Engagement in the Contexts of Work, Family, and Public Schooling
Click Here, Posey-Maddox, L., & Haley-Lock, A. (2016). Urban Education, 1-28.
1. Demographics of Minnesota Families
Homeless Children and Their Families: 2012 Minnesota Homeless Study
Click Here, Wilder Research, May 2014
Minnesota State Demographic Center
Click Here
Minnesota Demographics of Low-Income Children
Click Here, National Center for Children in Poverty
2. Family Diversity
Bridging Language and Culture for Family Engagement
Click Here, Kristina Rodriguez, Oct. 12, 2016, New America Foundation.
Family Diversity: A Guide for Teachers
Click Here, Cohen, S., Crawford, K., Giullari, S., Michailidou, M., Mouriki, A., Spyrou, S., Taylor, F., Walker, J.
Family Diversity is the New Normal for America’s Children
Click Here, Council on Contemporary Families
Global Family Change: Persistent Diversity with Development
Click Here, Pesando, L. M., Castro, A. F., Andriano, L., Behrman, J. A., Billari, F., Monden, C., … & Kohler, H. P. (2018). University of Pennsylvania
The American Family Today
Click Here, Pew Research Center, December 17, 2015
The Changing American Family
Click Here, Natalie Angier, The New York Times, November 25, 2013.
The Effects of Family Culture on Family Foundations
Click Here, Council on Foundations
The Increasing Diversity and Complexity of Family Structures for Adolescents
Click Here, Pearce, L. D., Hayward, G. M., Chassin, L., & Curran, P. J. (2018). Journal of Research on Adolescence, 28(3), 591-608.
The New Normal: Diversity and Complexity in 21st-Century Families
Click Here, Walsh, F. (2012). Normal Family Processes (4th ed. pp. 3-27). New York: Guilford Press.
World Family Map 2015: Mapping Family Change and Child Well-Being Outcomes
Click Here, Child Trends
3. Family Development
Families Across the Lifespan: The Normal, To-Be-Expected, Satisfactions and Challenges Couples and Families Experience
Click Here, University of Nebraska-Lincoln Extension
4. Family Life Transitions
Normative Family Transitions, Normal Family Processes, and Healthy Child Development.
Click Here, Cowan, Philip A.; Cowan, Carolyn PapeWalsh, Froma (Ed). (2003). Normal family processes: Growing diversity and complexity, 3rd ed., , (pp. 424-459). New York, NY, US: Guilford Press, xvii, 678 pp
5. What Families Want for their Children
And the Quality Most Parents Want to Teach Their Children Is …
Click Here, Time, September 18, 2014.
A Parent's Wishes for His Child's Teachers: Chris Kennedy at TEDxWestVancouverED
Click Here, YouTube video
Building “Our School”: Parental Perspectives for Building Trusting Family–Professional Partnerships (full text not available free)
The purpose of this appreciative inquiry was to understand these parents' perspectives on the nature of trusting partnerships within their schools. The following four themes emerged: (a) communicating, (b) establishing a sense of belonging, (c) demonstrating professional competency and commitment, and (d) building family leadership.
Click Here, Francis, G. L., Blue-Banning, M., Haines, S. J., Turnbull, A. P., & Gross, J. M. (2016). Preventing School Failure: Alternative Education for Children and Youth, 60(4), 1-8.
Families Know Best (Involving families in assessment)
Click Here, BUILD Initiative
Families May Differ, but They Share Common Values on Parenting
Click Here, Pew Research Center
Having Their Say: Parents Describe Why and How They are Engaged in Their Children’s Learning
Click Here, Karen L. Mapp, The School Community Journal, 35-64.
Know Your Parents: A Global Study of Family Beliefs, Motivations, and Sources of Information on Schooling
Click Here, Rebecca Winthrop and Mahsa Ershadi, March 16, 2021, Brookings
National Parent Survey Report
Click Here, from ZERO TO THREE: National Center for Infants, Toddlers and Families, June 6, 2016
Parenting in America: Outlook, worries, aspirations are strongly linked to financial situation
Click Here, Pew Research Center
What Do Parents Look for In Their Child’s School?
Click Here, PISA in Focus – May, 2015.
What Indian Parents Want Most For Their Children
Click Here, Wall Street Journal, July 17, 2015.
What Parents Want: Education Preferences and Trade-offs
Click Here, The Thomas B. Fordham Institute
Click Here for infographic from Education Week
6. Data/Surveys Related to Family Engagement
National Parent Survey: Millennial Connections
Click Here, Zero to Three
Parent Involvement in Education From Kindergarten to High School
Click Here, National Household Education Surveys Program (NHES), National Center for Education Statistics
Parental Involvement in Schools
Click Here, Child Trends, Databank Indicator
Parents 2021 - Going Beyond the Headlines
Click Here, Carnegie Corporation of New York
This 2021 national survey by Learning Heroes identifies what K–12 parents, teachers, and principals really want and finds strong agreement and support for the importance of stronger family-school partnerships grounded in equitable family engagement practices.
7. Learning More About Families
As we have learned so far in this module, families come in many different shapes and sizes. As educators/practitioners who work with families, we will always be learning about families. The goal in this section is for participants to learn more about families in their communities. You will be expanding on what you learned so far in this module through deeper exploration and learning. In addition to family types covered so far, think about families with unique or specific challenges. Below are just a few examples of challenges that families may face. Participants should practice identifying challenges that families face and find resources (or additional resources) to help learn and build strategies.
Families with Mental Health Needs
National Alliance on Mental Illness (NAMI)
Click Here
Families Impacted by Homelessness
National Center for Homeless Education (NCHE)
Click Here, U.S. Department of Education
National Center on Family Homelessness
Click Here, American Institutes for Research
Twenty-Five Years of Child and Family Homelessness: Where Are We Now?
Click Here, R. Grant, D. Gracy, G. Goldsmith, A. Shapiro, and I. E. Redlener (2013). Twenty-Five Years of Child and Family Homelessness: Where Are We Now? American Journal of Public Health, 103(S2), pp. e1-e10.
Voices From the Street: Exploring the Realities of Family Homelessness
Click Here, L. Gültekin, B. L. Brush, J. M. Baiardi, K. Kirk, K. VanMaldeghem, (2014). Journal of Family Nursing, 20(4), pp. 390 - 414
Families Impacted by Poverty
10 Scary Facts About Child Poverty
Click Here, Council on Contemporary Families
Parent Engagement from Preschool through Grade 3: A Guide for Policymakers (promising models starts on page 8)
Click Here, Sheila Smith, Taylor Robbins, Shannon Stagman, Disha Mathur (2013). National Center for Children in Poverty
Families Impacted by Substance Abuse
Families Affected by Parental Substance Use
Click Here, Vincent C. Smith, Celeste R. Wilson, (2016). Pediatrics, 138 (2) e20161575; DOI: 10.1542/peds.2016-1575
Impact of Substance Abuse on Families
Click Here, Center for Substance Abuse Treatment. Substance Abuse Treatment and Family Therapy. Rockville (MD): Substance Abuse and Mental Health Services Administration (US); 2004. (Treatment Improvement Protocol (TIP) Series, No. 39.) Chapter 2 Impact of Substance Abuse on Families.
Parental Substance Use and the Child Welfare System
Click Here, Child Welfare Information Gateway. (2014). Washington, DC: U.S. Department of Health and Human Services, Children's Bureau.
Family Structure
What Kids Get from Parents: Packages of Parental Involvement across Complex Family Forms
Click Here, Carlson, M. J., & Berger, L. M. (2013). The Social service review, 87(2), 213–249. https://doi.org/10.1086/671015
Military Families
Family Development & Early Intervention
Click Here, Military Families Learning Network
8. Further Reading
Child and Family Resilience: A Call for Integrated Science, Practice, and Professional Training
Click Here, Masten, A. S., & Monn, A. R. (2015). Child and family resilience: A call for integrated science, practice, and professional training. Family Relations, 64(1), 5-21.
IV. Module 3: Discussion
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- What are some issues that impact families in your community?
- What are some important things to know/understand about cultural diversity?
- What are other areas of diversity in the families in your community?
Apply and Evaluate
- How do you learn about family diversity in your community? How does this impact your practice?
- Based on what you have learned in this module, discuss ways your family engagement work will be more culturally relevant.
- How can you tailor your family engagement work to better meet the needs and wants of families?
V. Module 3: Synthesis
To demonstrate completion of the module and receive clock hours, submit your synthesis of what you learned in Module 3.
Click Here
VI. Module 3: Project
Using a variety of resources, report on who resides in your community/communities (who are the students, who are the parents and families?)
Learning about Your School/Organization
I. Module 4: Introduction
As we have seen from family engagement definitions, effective and authentic family engagement is not something that schools do to families, or that families do for schools. Rather, it is a collaborative approach where the responsibility for cultivating and sustaining partnerships among school, home, and community rests primarily with school staff, especially school leaders (see Beyond the Bake Sale: The Essential Guide to Family-School Partnerships). Since this responsibility resides with schools, it is imperative not only that schools learn about families, but also that schools learn about themselves. Especially in family engagement work, this requires a paradigm shift away from blaming parents to analyzing environments and practices. For example, consider a common family engagement scenario where numbers are low for parent-teacher conferences. In traditional parent involvement, district staff may blame parents, making comments like, "the parents just don't show up - they don't care about their child's education." Conversely, an authentic family engagement approach looks inward to address this issue. In these organizations, staff may say things like, "We only had 40 percent participation rate in conferences, what changes do we need to make to increase this rate?" These attitudes are related to the culture of the school, and it is essential that schools consider families when they are working on their school culture and climate.
The term school culture generally refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions, but the term also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity. from http://edglossary.org/school-culture/
All programs, schools, and districts have a culture. Values, norms, and beliefs that many times are unspoken. This can create confusion for students and families who are not from the dominant culture. Discover what strategies exemplar schools/districts are using that support and reflect welcoming, inclusive learning environments for all students and families.
II. Module 4: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants understand ways in which school culture impacts family engagement. |
| 2. Participants understand differences between deficiency-based approaches and family-strengths-based approaches. |
| 3. Participants identify how schools and districts convey their vision, values, and mission to all parents and families. |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
III. Module 4: Topics
1. Your Organization's Policies
Necessary but Not Sufficient: The Role of Policy for Advancing Programs of School, Family, and Community Partnerships
Click Here, RSF: Joyce L. Epstein, Steven B. Sheldon (2016). The Russell Sage Foundation Journal of the Social Sciences, 2 (5) 202-219; DOI: 10.7758/RSF.2016.2.5.10
Parent and Family Engagement Policy
Click Here, St. Francis Area Schools
Parent and Family Engagement Policy
Click Here, The School District of Philadelphia
Title I, Part A Parent and Family Engagement
Click Here, California Department of Education
2. School/Program Culture and Climate
Culture, Literacy, and Power In Family–Community–School–Relationships
Click Here, Concha Delgado Gaitan (2012), Theory Into Practice, 51:4, 305-311, DOI:10.1080/00405841.2012.726060
Dr. Dana Barnes, Principal, Chisholm Trail High School, Eagle Mountain-Saginaw ISD
Click Here
Engage Every Family: Five Simple Principles™
Click Here, Dr. Steve Constantino
School Climate
Click Here, Minnesota Department of Education (MDE)
School Climate Improvement Model
Click Here, Minnesota Department of Education (MDE)
Shaping a Culture That Includes Every Family: Create a strategic and systemic approach to family engagement to improve student achievement
Click Here, Steven M. Constantino, District Administration, May 2012
The Enduring Influence of School Size and School Climate on Parents’ Engagement in the School Community
Click Here, Goldkind, L., & Farmer, G. L. (2013). School Community Journal, 23(1), 223-244.
The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity
Click Here, Patrice Fenton, Lydia Ocasio-Stoutenburg & Beth Harry (2017), Theory Into Practice, 56:3, 214-225, DOI: 10.1080/00405841.2017.1355686
Todd Whitaker - School Culture Rewired
Click Here, National SAMs, YouTube
3. Building Relationships with Families
Building Relationships Between Parents and Teachers: Megan Olivia Hall at TEDxBurnsvilleED
Click Here, Megan Olivia Hall, Science Teacher (2013 Minnesota Teacher of the Year)
Building Relationships Bridging Cultures: Cultural Brokering in Family Engagement
Click Here, University of Washington College of Education
Building Trust with Schools and Diverse Families: A Foundation for Lasting Partnerships
Click Here, Northwest Regional Educational Laboratory
Don’t Forget the Families: The Missing Piece in America’s Effort to Help All Children Succeed
Click Here, Search Institute
Parent Engagement: Building Trust Between Families and Schools
Click Here, Canadian Education Association
Relationship-Based Practice with Families
Click Here, Early Childhood Learning and Knowledge Center (ECLKC)
Relationship-Based Professional Development Standards
Click Here, Washington State Department of Children, Youth & Families
4. Leadership
How Districts Can Lay the Groundwork for Lasting Family Engagement
Click Here, SEDL Insights, Vol 2, Number 2, Summer 2014
Shaping a Culture That Includes Every Family
Click Here, Steven M. Constantino, District Administration, May 2012
5. Values
Embracing a Strength-Based Perspective and Practice in Education
Click Here, Resiliency Initiatives
Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know
Click Here, P. Baquedano-López, R. A. Alexander and S. J. Hernandez (2013). Review of Research in Education, 37, pp. 149-182 DOI: 10.3102/0091732X12459718
The Principles of Strengths-Based Education
Click Here, Journal of College & Character, X(4), April 2009
Vision, Values, Goals, and Standards
Click Here, San Francisco Public Schools
6. Authenticity
Authentic Parent Engagement Rubric
Click Here, Families in Schools: Building Partnerships for Student Success
Is Your Parent Engagement Authentic or Compliant?
Click Here, Peter DeWitt, Education Week, June 14, 2016
Supporting Authentic Family Engagement
Click Here, Office of Child Care, Office of Head Start
7. Structure
Beyond Involvement and Engagement: The Role of the Family in School–Community Partnerships
Click Here, A. Stefanski, L. Valli, and R. Jacobson (2016). The School Community Journal, 26(2), 135-160.
See this article for a typology of school-community partnerships.
Division of Family and Community Engagement
Click Here, New York City Department of Education
Family Engagement
Click Here, Bloomington Public Schools
Office of Family Engagement and Community Partnerships (OFECP)
Click Here, St. Paul Public Schools
Office of Student, Family, and Community Engagement
Click Here, Minneapolis Public Schools
Parent Engagement Support Office
Click Here, Austin (TX) Independent School District
8. Family Engagement Plans/Goals
IV. Module 4: Discussion
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- Put yourself in the role of a parent when you are in your school. How do you think a parent experiences your school/program (e.g., how do they experience communication with staff, how do they experience the building - what do they see, hear, feel, etc.?)?
- How would you describe the family engagement culture in your school?
- Does your district/school/program have a vision for family engagement? Goals? Standards? If yes, please share.
Apply and Evaluate
- What are effective ways of building relationships with families? Share an example from your practice.
- How do you ensure that the stated values/vision of your family engagement work is implemented?
- Share a reading from this module. What resonated with you and how did/will it affect your practice?
V. Module 4: Synthesis
To demonstrate completion of the module and receive clock hours, submit your synthesis of what you learned in Module 4.
Click Here
VI. Module 4: Project
Map out your district's/organization's family engagement climate. Add to the map you started in Module 1. Below are some sample questions to consider including:
- What are the attitudes of teachers/staff towards families? Do all staff know about, understand, and practice the district's/organization's family engagement mission and guiding principles?
- How is commitment to family engagement shown by leaders and staff?
- What are ways that physical spaces (e.g., buildings, classrooms, etc.) are family-friendly, or represent the mission and guiding principles?
- What are ways that support structures (e.g., capital and human resources dedicated to family engagement work) represent the mission and guiding principles?
- What are ways that communication (from individual to district-wide, formal and informal) represent the mission and guiding principles?
Models, Frameworks, Toolkits
I. Module 5: Introduction
Compare and contrast a variety of family engagement models, frameworks and toolkits created by education experts such as James Comer, Joyce Epstein, and Kathleen Hoover-Dempsey. As you learn more about these research-based models, you will discover multiple ways to develop intentional, effective, and sustainable family engagement systems. For example, the Hoover-Dempsey and Sandler model is one of the best models at predicting future parent involvement. The models contains five levels with the first level addressing parental belief systems and motivations for engaging in their children's education, like parental role construction and parental self-efficacy. Frequently, we do not explicitly discuss roles (e.g., of teachers, leaders, schools, parents, etc.) in family engagement, and the Hoover-Dempsey and Sandler model provides us with research-based evidence as to why it is essential to develop understandings about roles.
As you explore the various resources in this module, consider ways the information (or entire models or their components) could be incorporated into your existing work/programs. For instance, since Early Childhood Family Education (ECFE) is a parenting education program, it could not only be utilized to help ensure parents understand their role in family engagement, but also to help districts understand ways to best support parents/families. While one model may align better with your family engagement goals or vision, it is likely that your system/approach will benefit from an eclectic approach.
II. Module 5: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants understand family engagement models and their purpose. |
| 2. Participants recognize how family engagement models support and enhances family work. |
| 3. Participants identify toolkits and explain how they can contribute to their family engagement work |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
III. Module 5: Topics
1. Comparison Overview
Handbook on Family and Community Engagement
Click Here, Sam Redding, Marilyn Murphy, & Pamela Sheley, Editors (2011). Academic Development Institute
Requirements for Family Engagement and Supporting Parent-Child Relationship: A comparison across major programs and models
Click Here, BUILD Initiative
2. CRAF-E4
CRAF-E4 Family Engagement Model: Building Practitioners' Competence to Work with Diverse Families
Click Here, 2014 Elsevier Inc.
3. Equitable Collaboration Framework
The Equitable Parent-School Collaboration Research Project's Equitable Collaboration Framework describes a variety of approaches that school systems can use to promote equitable collaboration and partnership with students, families, and community members.
Click Here, Organizing Engagement
4. Family Engagement Toolkits
Build Initiative
Click Here, Build Initiative
Family Engagement Resource Guide - Ontario
Click Here, Ontario Centre of Excellence for Child and Youth Mental Health
Family Engagement Toolkit: Continuous Improvement Through an Equity Lens
Click Here, WestEd, produced by the California Department of Education
Family Home Visiting Enrollment, Engagement, and Retention Toolkit
Click Here, Minnesota Department of Health (MDH)
Vermont Family Engagement Toolkit and Self-Assessment
Click Here, Vermont Agency of Education
5. Family-School Partnership (Epstein)
National Network of Partnership Schools (NNPS)
Click Here, Johns Hopkins University
6. Hoover-Dempsey & Sandler (Vanderbilt)
Dr. Kathleen Hoover-Dempsey: Panel Presentation 1: The Process of Parental Involvement - video
Click Here, Vimeo
Hoover-Dempsey & Sandler Model of Parent Involvement
Click Here
Hoover‐Dempsey and Sandler Model of the Parent Involvement Process, The
Click Here, Whitaker, M.C. (2020). In The Wiley Handbook of Family, School, and Community Relationships in Education (eds S.B. Sheldon and T.A. Turner‐Vorbeck). doi:10.1002/9781119083054.ch20
Latino Parent Involvement and Associations With Home Literacy and Oral Reading Fluency
Click Here, Zambrana KA, Hart KC, Maharaj A, Cheatham-Johnson RJ, Waguespack A. (2019). School Psychology, 34(4):398‐409. doi:10.1037/spq0000298
Parental Engagement in Children’s Education: Motivating Factors in Japan and the U.S. (Uses Hoover-Dempsey & Sandler model)
Click Here, Yamamoto, Y., Holloway, S. D., & Suzuki, S. (2016). School Community Journal, 26(1), 29-50.
7. Family-School-Community Systems Model – Dearing, Sibley, and Nguyen (2015)
8. Parent Engagement Toolkit for Educators
Click Here, Boston Public Schools
9. Parent, Family, and Community Engagement Framework (OHS)
Parent, Family, and Community Engagement
Click Here
Parent, Family, and Community Engagement Interactive Framework
Click Here
PFCE Interactive Framework
Click Here, ECLKC
10. Partners in Education: A Dual Capacity-Building Framework for Family–School Partnerships
Dual-Capacity Building Framework
Click Here, SEDL and U.S. Department of Education
Dual-Capacity Building Framework
Click Here, YouTube video, Dr. Karen Mapp
11. School Development Program (Comer)
Comer School Development Program
Click Here Yale Medical School
The Comer School Development Program: Improving Education for Low-Income Students
Click Here, Fred C. Lunenburg (2011), National Forum of Multicultural Issues Journal, 8(1).
12. Strengthening Families Framework
Click Here, Center for the Study of Family Policy
13. Parent Involvement Programs
Families and Schools Together (FAST)
Click Here
Strengthening Families Program
Click Here
14. Toolkit of Resources for Engaging Families and the Community as Partners in Education
Click Here, Institute of Education Sciences
The four parts of the Toolkit are:
- Part 1: Building an understanding of family and community engagement
- Part 2: Building a cultural bridge
- Part 3: Building trusting relationships with families and community through effective communication
- Part 4: Engaging families and community members in data conversations
15. Two-Generation or Dual-Generation Programs
The Collective Impact of Social Innovation on a Two-Generation Learning Program with Hispanic/Latino Families in Detroit
Click Here, National Center for Families Learning, Spring 2017
The Two-Generation Approach
Click Here, Aspen Institute
16. Additional Resources - Other States
A Model of Family & Community Engagement (FACE) in Multi-Tiered System of Supports (MTSS)
Click Here
Family Engagement Framework: A Guide for Illinois School Districts, Schools and Families
Click Here, Illinois State Board of Education
Click Here, Illinois State Board of Education
Family Engagement Framework: A Tool for California School Districts
Click Here, California Department of Education, 2011.
Family Engagement Practices in California Schools
Click Here, Rebecca A. London (2016). Public Policy Institute of California
Indiana Early Childhood Family Engagement Toolkit
Click Here, Indiana Early Learning Advisory Committee
Maryland Family Engagement Toolkit
Click Here, or go to: https://marylandfamiliesengage.org/family-engagement-toolkit/
MiFamily: Michigan's Family Engagement Framework
Click Here, Michigan Department of Education
Ohio's Statewide Family Engagement Center
Click Here
Framework for Building Partnerships Among Schools, Families and Communities
Click Here, from the Ohio Department of Education
- Virtual Tour of our Family Friendly Partnership School Click Here
Washington State Family & Community Engagement Trust
Click Here
IV. Module 5: Discussion
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- What are the key components of the Dual-Capacity Framework? Discuss how they are supported by what you have learned in this course?
- How does the Parent, Family, and Community Engagement (PFCE) framework compare to the Dual-Capacity Framework?
- Share something you found to be particularly helpful or interesting in this module. How does it relate to your practice?
Apply and Evaluate
- How can the Dual-Capacity Framework be used to build or enhance your current family engagement work/plans?.
- What data is important to collect and analyze when working with families? Provide an example of data you collect and how it improves or impacts your practice.
- Share a resource (family engagement model, framework, or toolkit) that you use. Describe why you have found it useful.
V. Module 5: Synthesis
To demonstrate completion of the module and receive clock hours, submit your synthesis of what you learned in Module 5.
Click Here
VI. Module 5: Project
Using a model or tool discussed in this module (or another model you have found), demonstrate how it could be used to enhance your current work with families. For example, a parenting educator examines the Hoover-Dempsey and Sandler model, seeing the potential benefits of the concepts of self-efficacy and parenting roles, she discusses how she will incorporate these elements into her work with parents.
Program Development and Evaluation
I. Module 6: Introduction
In this module, we will focus on ways of developing or enhancing our family engagement programs. The goal is to create and sustain family engagement programs that are integrated, coherent, and systemic. We will also be looking at evaluation.
The map you have developed up to this point may be helpful. Are there some things you need to do differently or better to authentically engage all parents and sustain those much needed relationships? Develop ways to ensure family engagement is embedded in your district strategic and school improvement plans. See how other districts and schools have created evaluations and used the data for continuous improvement of their programs.
II. Module 6: Objectives and Learning Activities
| Learning Objectives |
| 1. Participants understand the role of strategic plans in family engagement. |
| 2. Participants identify methods of evaluating family engagement work. |
| 3. Participants discuss ways in which family engagement work can be included in a variety of contexts. |
| Suggested Learning Activities |
| 1. Read at least one resource from each section in this module. Resources marked with an asterisk are strongly recommended. |
| 1a. Read/view resources as assigned by your family engagement professional learning committee/group. |
| 2. Participate in group discussion, either face-to-face or an electronic platform, as organized by your group/organization. |
| 3. Complete and submit learning reflection or another learning task/project as assigned by your group/organization. |
|
III. Module 6: Topics
1. Integrating with District/Organization Plans and Goals
Dual-Capacity Framework with Links
Click Here, U.S. Department of Education
Understanding Family Engagement Outcomes: Research to Practice Series
Click Here, Early Childhood Learning & Knowledge Center (ECLKC)
2. Ensuring Systemic Family Engagement (also see part IV of Module 2: Planning for Systemic Family Engagement)
Family Engagement as a Systemic, Sustained, and Integrated Strategy to Promote Student Achievement
Click Here, Harvard Family Research Project, April 2010.
Moving Forward: Building Capacity for Systemic Family Engagement (start on slide 20)
Click Here, Karen L. Mapp, Ed.D., Harvard Graduate School of Education
Systemic, Integrated, Responsive, and Sustainable Family Engagement Approaches: Getting Started
Click Here, CADRE, The National Center for Dispute Resolution in Special Education
Systemic, Integrated, and Sustainable Family Engagement across the Early Age Spectrum in San Mateo and Santa Clara Counties
Click Here, John W. Gardner Center for Youth and Their Communities, Stanford Graduate School of Education
3. School/Building
Maxfield Elementary, St. Paul Public Schools
Click Here
4. District/Organization
Engaging Families and Community Partners for Equity and Excellence: 2015-2020
Click Here, Hartford Public Schools
Title I Family Engagement Plan 2015-2016
Click Here, Bemidji Area Schools
Family Engagement and Partnership Plan
Click Here, San Francisco Public Schools, February 2012
MUSD Family Engagement Plan 2015-2018: A “Menu of Opportunities” Framework
Click Here, Milpitas Unified School District
Title I - Part A: Parent and Family Engagement
Click Here, Washington state
5. Community
Beyond Involvement and Engagement: The Role of the Family in School–Community Partnerships
Click Here, A. Stefanski, L. Valli, and R. Jacobson (2016). The School Community Journal, 26(2), 135-160.
Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools (utilizes social capital theory)
Click Here, Warren, M. R., Hong, S., Rubin, C. L., & Uy, P. S. (2009). Teachers college record, 111(9), 2209-2254.
Going Above and Beyond: Striving for High-Quality Family & Community Engagement in Early Care and Education
Click Here, Bromer, J., & Weaver, C. (2014). Herr Research Center for Children and Social Policy
Strategies for Effective Collaboration with Parents, Schools and Community Members
Click Here, Rutgers Safe and Drug-Free Schools and Communities Project
6. Assessments and Evaluations
Data Collection Instruments for Evaluating Family Involvement
Click Here, Global Family Research Project
Engaging Parents, Developing Leaders: A Self-Assessment and Planning Tool for Nonprofits and Schools
Assessments on 1) Building a Culture of Respect, Inclusion, and Equity; 2) Coaching Parents; 3) Forming Partnerships with Parents; and 4) Partnering With Others to Serve the Whole Family
Click Here, The Annie E. Casey Foundation
Evaluating Family Engagement Strategies: Addressing Measurement Challenges Webinar recording
Recorded on August 18, 2011, this was the eighth webinar in the "Achieving Excellence and Innovation in Family, School, and Community Engagement" (FSCE) series. This webinar examined highlight promising approaches for evaluating family engagement strategies, address challenges in defining and measuring outcomes, and provide guidance for building evaluation into a family engagement plan from the beginning. By defining measurable objectives early in the planning process, it becomes possible to connect family engagement efforts to important milestones—such as increases in parents' understanding of how to support learning at home—as well as the ultimate goal of increased student achievement.
Click Here, YouTube, SEDL
Family and Community Engagement Standards - Rubric: Improving Schools Through High-Impact Family Engagement Practices
Click Here, WestEd, Maria Paredes (2012).
Family-Friendly Walk Through
Click Here, New York State Parental Information and Resource Center (PIRC)
Improving Family-School Engagement: The Experiences of 10 Diverse Schools in Boston
Click Here, The Wheelock Aspire Institute
Parent Engagement Toolkit for Teachers
Click Here, Boston Public Schools
Parent Friendly Schools—Starting the Conversation: 5 Tools for Schools (contains several rubrics for assessing your work)
Click Here, Iowa Parent Information Resource Center
Parent Survey for K–12 Schools
SurveyMonkey and the Harvard Graduate School of Education’s collaboration to help schools improve parental involvement.
Click Here
Program Development and Evaluation
Click Here, University of Wisconsin-Extension
Rubric Used to Score Each School's Family Engagement Plan
Click Here for Rubric, Washoe County School District
Click Here of Possible Data Sources Washoe County School District
IV. Module 6: Discussion
These are suggested discussion questions. Participants, or those leading group work on this course, may wish to generate new questions.
Explore and Learn
- Share some ways that family engagement is incorporated into school, district, or agency plans.
- Discuss ways in which family engagement can be systemic, integrated, responsive, and sustainable.
- Using a rubric in this module, or another rubric, evaluate your family engagement efforts. What were your key findings? Share any resources you used.
Apply and Evaluate
- Discuss a way you can make your family engagement efforts more systemic. What would be the benefits?
- Who are your key community partners in your family engagement work? Are there community folks who should be partners but are not?
- How will you evaluate your family engagement work?
V. Module 6: Synthesis
To demonstrate completion of the module and receive clock hours, submit your synthesis of what you learned in Module 6.
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