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Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families (2020)

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Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families (2020)

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The Aspen Institute: FE Rubric for Education Policymaking (2018)

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The Aspen Institute: FE Rubric for Education Policymaking (2018)

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A Guide to Integrating Academics, Well-Being & Anti-Racism in Student Experiences  

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A Guide to Integrating Academics, Well-Being & Anti-Racism in Student Experiences  

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Joe Truss's DWSC Antiracist Teaching Rubric

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Joe Truss's DWSC Antiracist Teaching Rubric

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Anti-racist Teaching Rubric_DWSC 2021 Summer - Antiracist Teacher Rubric - Truss Leadership

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CA School Reopening and Parental Engagement Campaign (2021)

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CA School Reopening and Parental Engagement Campaign (2021)

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Data shows that 99 percent of school districts plan to fully reopen for in-person instruction for the Fall 2021 school year and 89 percent plan to offer summer programming to support students' learning needs CDPH launches campaign to reach parents in pandemic's hardest hit areas about K-12 schools and safety leading up to Fall 2021 school year
SACRAMENTO - Today, California launched a new series of interactive data visualizations at the Safe Schools for All Hub to continue tracking the progress of school reopening efforts while highlighting school districts' plans for summer program offerings to support students' learning needs. Of the data submitted:

89 percent of school districts submitting data will offer learning opportunities over the summer, including learning acceleration (e.g., high-dose tutoring), enrichment and mental health services.

99 percent of public school districts submitting data plan to fully reopen for in-person instruction for the school year beginning Fall 2021.

"A restorative summer filled with reconnection, enrichment and joy, followed by a return to full in-person instruction, is what's best for our students," said Governor Newsom. "We still have a long way to go in our recovery but providing our students with more support and opportunities is exactly how we bring California roaring back."

Additionally, the California Department of Public Health (CDPH) is launching a new campaign throughout the summer to build confidence with parents and students about the safety of returning to school full-time in Fall 2021. The campaign will reach out to parents in areas hardest hit by the pandemic - especially Latinx, African American, Asian American and Pacific Islander parents of school-aged children - with $25 million from AB 86 to support the safe opening of schools during the next fiscal year. These monies will: fund a campaign to reach parents ($1 million), build on-the-ground local collaborations between local public health departments ($10 million) and county offices of education ($10 million) and provide ongoing statewide technical assistance and encourage two-way communication through enhanced technology ($4 million).

The summer learning opportunities will be supported by $4.6 billion made available in early March by Governor Newsom and the Legislature. Public schools developed community plans to spend those funds, which they were required to adopt at a public meeting by June 1, 2021. Leading up to adoption of those plans, the administration encouraged schools to focus on the social-emotional well-being of students and to collaborate with community-based organizations to ensure fatigued school staff have an opportunity to recharge before the next school year. The Summer Technical Assistance Hub provides direct support to school leaders who need assistance with planning and implementation.

The Governor's California Comeback Plan proposes to permanently expand summer and after-school programs at all schools serving the highest concentrations of vulnerable students, beginning with $1 billion in the 2021-22 school year and growing to $5 billion by 2025. The Plan also proposes a return to full-time in-person instruction for the 2021-22 school year.

New data includes District Planned Summer Programming and the corresponding Summer Programming Map, which provides not only summer programming data but also the other supportive services that schools are offering students, such as learning acceleration and targeted intervention:
District Planned Summer Programming Summer Programming Map
Additionally, the new District School Instructional Mode data and visualizations provide consistently-updated metrics regarding the percentage of public school districts offering some form of in-person instruction, school reopening progress to date and the percentage of districts that plan to offer full in-person instruction for Fall 2021:
District School Instructional Mode
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California Releases New Summer Programming and School Reopening Data, Launches Parental Engagement Campaign | California Governor

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Data shows that 99 percent of school districts plan to fully reopen for in-person instruction for the Fall 2021 school year and 89 percent plan to offer summer programming to support students' learning needs CDPH launches campaign to reach parents in pandemic's hardest hit areas about K-12 schools and safety leading up to Fall 2021 school year SACRAMENTO - Today, California launched a new series of interactive data visualizations at the Safe Schools for All Hub to continue tracking the progress of school reopening efforts while highlighting school districts' plans for summer program offerings to support students' learning needs.

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Methods for Evaluating Parent Leadership Initiatives

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Methods for Evaluating Parent Leadership Initiatives

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This California Department of Education publication aims to assist early childhood professionals in the development of cultural competence in working with children and families from diverse cultural backgrounds. Specifically, the aims of the publication are to help programs to value families and their contribution to children’s learning; approach cultural diversity with an open mind; apply knowledge gained about families, including their values and beliefs, to teaching and learning.

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NAFSCE Recommendations on Engaging Families in School Reopening

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NAFSCE Recommendations on Engaging Families in School Reopening

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School-Wide Family Engagement Rubric (2014)

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School-Wide Family Engagement Rubric (2014)

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This new website for school administrators, staff, and parents outlines the funding, testing, and safety measures the state offers to support safe in-person instruction for California’s kids.

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The Dual Capacity-Building Framework for Family-School Partnerships | Version 2

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CO Dept of Ed Self-Assessment Rubric Preschool-Grade 12

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CO Dept of Ed Self-Assessment Rubric Preschool-Grade 12

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Maryland Family Engagement Toolkit: All Goals - MARYLAND FAMILIES ENGAGE

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All early care and education providers can support families by helping them to find consistent medical care and encouraging them to have their children monitored regularly. All early care and education providers can support families by promoting a nutritious diet and healthy eating habits in babies and children, which will lead to children's healthy growth and development.

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Joyce Epstein's Framework of Six Types of Involvement

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Joyce Epstein's Framework of Six Types of Involvement

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First developed by Joyce Epstein and collaborators in the early 1990s, the Framework of Six Types of Involvement-sometimes called the "School-Family-Community Partnership Model"-has undergone revisions in the intervening years, though the foundational elements of the framework have remained consistent. Epstein's Framework of Six Types of Involvement is one of the most influential models in the field of school, family, and community engagement and partnership.

To support ongoing research and practice related to school, family, and community partnerships, Epstein and colleagues founded the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, which are part of the Center for Social Organization of Schools in the School of Education at Johns Hopkins University.

"The way schools care about children is reflected in the way schools care about the children's families. If educators view children simply as students, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners with the school in children's education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students."
Joyce Epstein, "School/Family/Community Partnerships," Phi Delta Kappan

The most recent version of the Framework of Six Types of Involvement is described in School, Family, and Community Partnerships: Your Handbook for Action (4th Edition, 2019), which is co-authored by Epstein and several collaborators: Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, and Kenyatta J. Williams.

In addition to the framework introduced here, the handbookoutlines a comprehensive model of school-family-community partnerships that includes several components, including the development of a school-based action team that can lead partnership initiatives, the creation and implementation of an action plan outlining partnership strategies and programs, the evaluation of quality and progress, and the continual improvement of school-family-community partnerships from year to year. The authors note that the Framework of Six Types of Involvement is intended to support the development and implementation of a systemic approach to partnerships, ideally one that cultivates a "culture of partnerships" throughout a district or school.

The Framework of Six Types of Involvement builds off Epstein's theory of overlapping spheres of influence. The theory distinguishes an interdependent view of school-family-community influences from what could be considered a separate view of influence. Epstein explains the theory with an example:

"In some schools there are still educators who say, 'If the family would just do its job, we could do our job.' And there are still families who say, 'I raised this child; now it is your job to educate her.' These words embody a view of separate spheres of influence. Other educators say, 'I cannot do my job without the help of my students' families and the support of this community.' And some parents say, 'I really need to know what is happening in school in order to help my child.' These phrases embody the theory of overlapping spheres of influence."

In other words, the most effective school-family-community partnerships-i.e., those that have the greatest positive influence on a student's social, emotional, cognitive, and educational development and thriving-recognize that the three primary "spheres" of influence do not operate independently of one another, but are mutually reinforcing-or mutually undermining. Epstein further explains the theory by describing how authentic school-family-community partnerships (i.e., those that are positively mutually reinforcing) work in practice:

Family-Like Schools: "In a partnership, teachers and administrators create more family-like schools. A family-like school recognizes each child's individuality and makes each child feel special and included. Family-like schools welcome all families, not just those that are easy to reach."

School-Like Families: "In a partnership, parents create more school-like families. A school-like family recognizes that each child is also a student. Families reinforce the importance of school, homework, and activities that build student skills and feelings of success."

School- and Family-Like Communities: "Communities, including groups of parents working together, create school-like opportunities, events, and programs that reinforce, recognize, and reward students for good progress, creativity, contributions, and excellence. Communities also create family-like settings, services, and events to enable families to better support their children.

The Framework of Six Types of Involvement is based on decades of research and practice in the fields of educational engagement and school-family-community partnerships. Summarizing the large body of empirical evidence supporting the model, Epstein provides the following helpful synopsis of a few patterns identified in the research literature:

"Partnerships tend to decline across the grades, unless schools and teachers work to develop and implement appropriate practices of partnership at each grade level."

"Affluent communities currently have more positive family involvement, on average, unless schools and teachers in economically distressed communities work to build positive partnerships with their students' families."

"Schools in more economically depressed communities make more contacts with families about the problems and difficulties their children are having, unless they work at developing balanced partnership programs that also include contacts about the positive accomplishments of students."

"Single parents, parents who are employed outside the home, parents who live far from the school, and fathers are less involved, on average, at the school building, unless the school organizes opportunities for families to volunteer at various times and in various places to support the school and their children."

As the summary above illustrates, predictable patterns of school, family, and community disconnection will result unless educators, students, families, and community members take affirmative, proactive steps to address negative overlapping influences and build positive, mutually beneficial partnerships. That's where the Framework of Six Types of Involvement comes in.

The Framework of Six Types of Involvement

The full technical name of Epstein's framework is the Framework of Six Types of Involvement for Comprehensive Programs of Partnership and Sample Practices. When discussing the framework, Epstein and her collaborators emphasize that each type of involvement is a two-way partnership-and ideally a partnership that is co-developed by educators and families working together-not a one-way opportunity that has been unilaterally determined by a school.

The six types of involvement are:

1. Parenting: Type 1 involvement occurs when family practices and home environments support "children as students" and when schools understand their children's families.

2. Communicating: Type 2 involvement occurs when educators, students, and families "design effective forms of school-to-home and home-to-school communications."

3. Volunteering: Type 3 involvement occurs when educators, students, and families "recruit and organize parent help and support" and count parents as an audience for student activities.

4. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can "help students at home with homework and other curriculum-related activities, decisions, and planning."

5. Decision Making: Type 5 involvement occurs when schools "include parents in school decisions" and "develop parent leaders and representatives."

6. Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to "strengthen school programs, family practices, and student learning and development."

What distinguishes Epstein's framework from many similar frameworks is the extensive lists of descriptive examples that Epstein provides to illustrate how each type of involvement works in real-life settings. Rather than relying on an abstract metaphorical presentation (such as a Venn diagram) to explain the model, Epstein and her colleagues developed a set of three comprehensive tables:

1. The first table describes the six types of involvement above and provides an attendant set of representative practices and strategies:

This illustration describes how family and community involvement can be implemented in comprehensive school programs across each of the six types: Parenting, Communicating, Volunteering, Learning at Home, Decision-Making, and Collaborating with the Community. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

2. The second table-entitled Challenges and Redefinitions for the Successful Design and Implementation of the Six Types of Involvement-presents a set of "challenges" to forms of involvement (i.e., alternative methods and problems that will need to be solved), as well as redefinitions of conventional terms such as workshop, volunteer, or community:

Epstein and her collaborators describe several challenges to the successful design and implementation of family and community involvement, as well as "redefinitions" of common school practices that are aligned with each of the six types. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

3. The third table-entitled Expected Results for Students, Parents, and Teachers of the Six Types of Involvement-provides descriptions of representative outcomes of the six types of involvement for students, parents, and teachers:

This illustration provides examples of common results for students, parents, and teachers when the six types of involvement are successfully operationalized and practiced in a school. Source: School, Family, and Community Partnerships: Your Handbook for Action (Third Edition)

While the Framework of Six Types of Involvement provides a level of detailed description absent from similar models, Epstein addresses a few limitations of the framework. For example, Epstein writes, "The tables cannot show the connections that occur when one practice activates several types of involvement simultaneously." The tables are useful because they provide simplified, well-organized presentations of complex social and organizational dynamics, but like all simplifying models the tables cannot take into account every factor that may positively or negatively impact different forms of involvement and school-family-community partnership, including the myriad cultural dynamics at play in any given school or community.

Epstein also points out that the tables "simplify the complex longitudinal influences that produce various results over time." Even the best-designed programs can produce poor results for reasons that may be elusive to those involved. And as time goes on, and the conditions of any given program or approach evolve, the parsing of positive and negative influences and causes may be even more difficult to isolate and identify.

For example, the tables do not directly address larger questions, such as disproportionality in school-family-community power; the harmful effects of influences such as institutionalized bias, discrimination, and racism; or strategies such as community organizing and protest that aim to wrest some degree of power away from institutions that may be reluctant or unwilling to share power or partner in authentic ways with students and families. One of the hazards of omitting frank discussions of power, privilege, or prejudice, for example, is that people may start doing the right things, but they may do them for the wrong reasons, which can result in new programs that merely reproduce the same problems, conflicts, discrimination, or inequitable results as the old programs.

Summarizing the options available to school, family, and community partners, Epstein provides readers with the following consideration:

"Schools have choices. There are two common approaches to involving families in schools and in their children's education. One approach emphasizes conflict and views the school as a battleground. The conditions and relationships in this kind of environment guarantee power struggles and disharmony. The other approach emphasizes partnership and views the school as a homeland. The conditions and relationships in this kind of environment invite power-sharing and mutual respect, and allow energies to be directed toward activities that foster student learning and development. Even when conflicts rage, however, peace must be restored sooner or later, and the partners in children's education must work together."

Acknowledgments

Organizing Engagement thanks Joyce Epstein for her contributions to improving this resource and for permission to reproduce images from School, Family, and Community Partnerships: Your Handbook for Action (Third Edition).

References

Epstein, J. L., et al. (2019). School, Family, and Community Partnerships: Your Handbook for Action. Fourth edition. Thousand Oaks, CA: Corwin Press.

Epstein, J. L. (May 1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.

Creative Commons

This work by Organizing Engagement is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. When excerpting, adapting, or republishing content from this resource, users should cite the source texts and confirm that all quotations and excerpts are accurately presented.

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Framework of Six Types of Involvement - Organizing Engagement

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Joyce Epstein's Framework of Six Types of Involvement describes six essential dimensions of youth, family, and community engagement in schools.

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Washoe County School District FE Standards Rubric

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Washoe County School District FE Standards Rubric

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Washoe County School District FE Scoring Rubric

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Washoe County School District FE Scoring Rubric

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Example FE Best Practices Rubric and Assessment

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Example FE Best Practices Rubric and Assessment

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LCFF Resources: Priority 3 Family Involvement

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LCFF Resources: Priority 3 Family Involvement

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Local Control Funding Formula (LCFF) resources for this priority include Family Engagement in decision-making, promotion of family participation in the education process for all students, including students with disabilities.

Statement of Model Practices

LCFF Priority 3 Statement of Model Practices
The Statements of Model Practices are intended to support LEAs and their stakeholders in the LCAP development process. The Statements can help LEAs identify strategies and practices to meet their specific needs and potential areas of growth and may serve as good starting points for LEAs to begin dialogues with their stakeholders in each priority area.

Resources

Top resources aligned to LCFF Priority 3 are provided below. Select a priority link to display resources for that subject or select the Expand All link to display all the resources. The resources are organized in relation to key areas that are critical to the LCFF priority as outlined by statue.

Districts seeking parent input in making decisions for the district and school resources.

Top Resources

Deeper Dive

Offers insight and strategies on how to engage parents in the learning process.

District promotion of parental participation in programs for ALL students resources.

Top Resources

Deeper Dive

District promotion of parental participation in programs for individuals with exceptional needs resources.
Return to LCFF/Whole Child Resource Map
Last Reviewed: Thursday, November 19, 2020

Trending in Initiatives & Programs

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LCFF Resources: Priority 3 Family Involvement

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Local Control Funding Formula (LCFF) resources for this priority include Family Engagement in decision-making, promotion of family participation in the education process for all students, including students with disabilities. LCFF Priority 3 Statement of Model Practices The Statements of Model Practices are intended to support LEAs and their stakeholders in the LCAP development process.

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LCFF Priority 3 Statement of Model Practices

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LCFF Priority 3 Statement of Model Practices

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Desired Results: Local educational agencies (LEAs) ensure all parents and families of students in preschool through grade 12 are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making. Educators within the LEA have the capacity to provide such opportunities to parents and families. Parents and families utilize these opportunities to learn about their children's schools and to participate meaningfully.

An LEA provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities. LEAs include parents, students, and families in developing LEA and school site strategies to improve academic achievement and the social, emotional, and physical well-being of all students.

Model Practices: Model practices for promoting parental and family involvement in preschool through grade 12 in decision-making may include, but are not limited to, the following:

Intentionally build and sustain respectful and trusting relationships between staff, educators, and families by creating and sustaining a welcoming and inclusive environment at all schools, including preschools:

Provide adequate, ongoing staffing, resources, and infrastructure to develop and sustain systemic parent and family engagement. Examples include hiring front office staff that can communicate in the languages of the families in the school community; engaging in conversations about equity and differences in student outcomes; and inviting parents and families to school meetings and activities.

Provide staff with ongoing interactive professional learning using adult learning strategies. Include practice through self-reflection and role-playing to develop the cultural competency to effectively engage parents and families.

Provide parents and families with ongoing interactive learning opportunities using adult learning strategies. Include practice through role-playing to build the knowledge, understanding, skills, and confidence to meaningfully participate in LEA and school programs and contribute to the design, implementation, evaluation and revision of plans to improve student outcomes.

Annually assess the effectiveness of current parent and family engagement strategies and update parent and family engagement plans.

Expand and improve promotion of what is unique and successful about each school.

Ensure that LEA and school advisory groups reflect the diversity and demographics of the LEA and school communities. Adopt practices that make all families feel welcome and respected at their child's school.

Provide opportunities and supports for parents and families to organize and sustain active advisory groups and other parent groups, including, but not limited to: Parent Advisory Committee, English Learner Parent Advisory Committee, LEA wellness councils, and other LEA/site level councils and advisory committees responsible for planning and implementing training, fundraising, and other activities for parents.

Integrate parent and family engagement as a core component of all LEA and school improvement initiatives and align all LEA and school family engagement plans.

Use data, research, and input from parents and families to plan and implement effective outreach to parents and families who may have unique barriers to participation, such as those for whom English is a second language, immigrants, migrants, foster youth guardians, families in poverty, homeless families, individuals with disabilities, and families of incarcerated youth.

Provide translation, especially simultaneous translation when possible, for parents and families with a primary language other than English and include opportunities for questions.

Provide parents of students with disabilities information for local Family Empowerment Centers and Parent Training Information Centers.

Ensure that the parents/family with a child with special needs understands the proceedings at the Individualized Education Program (IEP) meeting, including but not limited to arranging for an interpreter for parents who are deaf or whose home language is other than English.

Schedule opportunities for parents and families to participate in school and LEA-supported activities and training at times and places conducive for full participation. Invite parents of preschool children residing in the LEA to these events to create an inclusive environment that promotes a positive transition into transitional kindergarten or kindergarten.

Provide supports, such as transportation and child care, when possible, to enable parents and family members to participate in school and LEA activities and training.

Develop effective partnerships with the greater school community; effectively use community resources to support families' needs to enable parents to actively participate in the school.

Seek parent/family input and contributions from parent advisory groups, such as a Parent Advisory Committee, English Learner Parent Advisory Committee, Head Start Policy Committee, LEA wellness councils and other LEA/site level councils and advisory committees, to inform LEA and school decisions.

Beginning with families of preschool-aged children, foster meaningful two-way communication between schools and families.

Build capacity of educators and family leaders to jointly plan and lead family engagement activities by ensuring that they receive training that enables them to:

Be knowledgeable and confident in their ability to work as partners and share responsibility for student learning

Be culturally responsive and reach out to families to build partnerships.

Use linguistically accessible communication methods, accessible to and used by parents, including, but not limited to social media, e-mail, printed letters, telephone and face-to-face communication, and visual aids such as charts and diagrams. This communication can cover a variety of topics, as appropriate, that are related to students' needs and interests such as:

Student physical, social/emotional, and learning needs;

Academic progress;

Attendance;

Risk factors;

Strategies for improvement;

Available resources;

College and career pathways.

Establish ongoing processes to gather information through regular surveys, workshop evaluations, interviews, home visits, observations, and focus groups. Acknowledge the contributions and current relationships of parents and families and communicate understanding of their needs and expectations for their students.

Educators communicate regularly to parents and families about ongoing opportunities to provide feedback in convenient and accessible ways, including but not limited to:

Family resource centers;

Accessible technology;

Dedicated email addresses for input;

Principal and teacher office hours that provide an opportunity for parents and family members to meet with school site administrators.

Return to LCFF/Whole Child Resource Map
Last Reviewed: Tuesday, May 5, 2020

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LCFF Priority 3 Statement of Model Practices

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Desired Results: Local educational agencies (LEAs) ensure all parents and families of students in preschool through grade 12 are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making.

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CAAASA Field Guide 1: Transitioning Back to School with a Focus on Relationships

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CAAASA Field Guide 1: Transitioning Back to School with a Focus on Relationships

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California Collaborative for Educational Excellence (CCEE)

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CAAASA Field Guide 1: Transitioning Back to School with a Focus on Relationships examines the costs of distance learning, the lessons learned, and the opportunities for growth. Hear from authentic voices in the field, including administrators, teachers, parents, and students, and engage in targeted professional learning.

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CAAASA Field Guide 1: Transitioning Back to School with a Focus on Relationships - California Collaborative for Educational Excellence (CCEE)

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CAAASA Field Guide 1: Transitioning Back to School with a Focus on Relationships examines the costs of distance learning, the lessons learned, and the opportunities for growth. Hear from authentic voices in the field, including administrators, teachers, parents, and students, and engage in targeted professional learning.

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CAAASA Field Guide 2: Learning and Healing Together 

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CAAASA Field Guide 2: Learning and Healing Together 

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California Collaborative for Educational Excellence (CCEE)

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CAAASA Field Guide 2: Learning and Healing Together explores the relationship between emotions and learning, including the considerable stressors experienced by students, families, and educators during the COVID-19 pandemic. Hear from authentic voices in the field, including administrators, teachers, parents, and students, and engage in targeted professional learning.

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CAAASA Field Guide 2: Learning and Healing Together - California Collaborative for Educational Excellence (CCEE)

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CAAASA Field Guide 2: Learning and Healing Together explores the relationship between emotions and learning, including the considerable stressors experienced by students, families, and educators during the COVID-19 pandemic. Hear from authentic voices in the field, including administrators, teachers, parents, and students, and engage in targeted professional learning.

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California Collaborative for Educational Excellence (CCEE)

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In Field Guide #3 School Re-Engagement: In-Person and Hybrid Learning, you will hear from education leaders, researchers, teachers, students, parents, and even a grandparent, all focused on the challenges of re-engaging in education.

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CAAASA Field Guide 3: School Engagement - California Collaborative for Educational Excellence (CCEE)

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In Field Guide #3 School Re-Engagement: In-Person and Hybrid Learning, you will hear from education leaders, researchers, teachers, students, parents, and even a grandparent, all focused on the challenges of re-engaging in education.

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Council for the Accreditation of Educator Preparation (CAEP), with support from the  W.K. Kellogg Foundation (WKKF), has created  three free modules  to improve communications between families and teachers and to encourage future teachers to engage families as integral partners in students’ education.

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CAEP, with support from the W.K. Kellogg Foundation (WKKF), has created three free modules to improve communications between families and teachers and to encourage future teachers to engage families as integral partners in students' education. The course is designed around three modules:

the importance of family engagement;

making an initial contact with a parent through a phone call home, including making a live phone call to a "practice parent"; and

conducting an initial parent-teacher conference.

CAEP began working in 2015 with educator preparation providers (EPPs) to develop and test strategies to better prepare candidates to involve families. Based on the success of the pilot, the CAEP Family Engagement Mini Course is now available to provide all EPPs with research- and candidate-vetted content about family engagement.

Faculty Survey

The CAEP Family Engagement Mini Course is provided free of charge. CAEP only asks that faculty first fill out this 60-second survey each time faculty assigns the course.

Faculty Handbook: CAEP Family Engagement Mini Course

Download the faculty handbook for the CAEP Family Engagement Mini Course, a comprehensive manual that walks you through implementing the course. The handbook also includes classroom activities and resources to supplement the modules.

Also check out our faculty tips handout for common areas of candidate strengths and weaknesses to monitor, based on our pilot experiences, in relation to the 7 Elements of Effective Parent Teacher Communication.

Practice Parent Phone Call Training

The practice parent module includes a live simulation activity in which students call a practice parent. This step-by-step training enables you to easily and effectively prepare practice parents.

Want to Learn More?

Listen to a recorded webinar that walks through the benefits of family engagement and how the CAEP Family Engagement Mini Course can help you better prepare your candidates to engage with families.

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council for the accreditation of educator preparation

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About CAEP Family Engagement - Council for the Accreditation of Educator Preparation

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CAEP, with support from the W.K. Kellogg Foundation (WKKF), has created three free modules to improve communications between families and teachers and to encourage future teachers to engage families as integral partners in students' education.

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Activating Educators Focus on Family Engagement as Central to Teaching (AFFECT) recognizes that family, school, and community partnerships are essential for the educational success of students of all backgrounds. They designed five modules to help any teacher who wants to better engage the families in their classrooms.

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In this education course developed by Harvard Graduate School of Education, you will learn what family engagement is and why it matters to the success of students and schools. You will explore the research linking family engagement to better educational outcomes and speak directly with researchers, educators, students, and families about promising practices in the field.

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What you'll learn

The relationship between family engagement and improved school/student outcomes from birth through high school

The additional benefits family engagement brings to parents, educators, and communities

What the research shows about the importance of engaging families

Course description

In this education course, you will learn what family engagement is and why it matters to the success of students and schools. We will explore the research linking family engagement to better educational outcomes and speak directly with researchers, educators, students, and families about promising practices in the field.

Family engagement describes what families do at home and in the community to support their children's learning and development. It also encompasses the shared partnership and responsibility between home and school.

Such engagement is essential for school improvement. It is also increasingly recognized as an integral element for proficient practice as an educator.

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Introduction to Family Engagement in Education | Harvard University

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Learn about successful collaborations between families and educators and why they lead to improved outcomes for students and schools.

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Head Start Simulations on Parent, Family, and Community Engagement

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Head Start Simulations on Parent, Family, and Community Engagement

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The Office of Head Start (OHS) helps young children from low-income families prepare to succeed in school through local programs. They designed five simulations , to allow teachers to explore and practice everyday strategies to develop Positive Goal-Oriented Relationships with a family, and they believe these relationships are key to the journey to school readiness.

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What you do and say matters! Explore and practice everyday strategies to develop Positive Goal-Oriented Relationships with a family. These relationships are key to our work with children and families, including the journey toward school readiness. Simulation 1 allows you to practice building bonds with families, beginning with an intake visit. Simulation 2 explores the process of developing and implementing goals with families. Simulation 3 explores using strengths-based attitudes to partner with families during challenging times. Simulation 4 allows you to practice using collaborative strategies to partner with families during conversations about developmental concerns.

A strong relationship between families and Head Start staff is essential to promoting healthy child development and positive learning outcomes. Strong relationships are rooted in trust and comfort, which you can build by being genuine, sincere, curious about them and their goals, and supporting them as they work toward those goals. Explore communication techniques you can use to build relationships with families. While these techniques are especially relevant to the first visit with a family, they can be applied to all interactions with families.

Opening initial conversations with a family with direct reference to goal-setting is not always the most effective strategy. Focus instead on first building trust and letting the family lead the conversation: once a positive relationship has been established, it becomes much easier to talk about goals. We realize that goal setting is not a quick or necessarily easy process, and it involves a lot more than just filling out an agreement. Explore these six relationship-based skills that may help you identify and set goals with families.

Learn about these five strategies to partner with families going through a challenging situation.

It can be harder when we think we've noticed an issue before a parent has. And it's even more difficult when a parent doesn't see what we're seeing, or thinks about it in a very different way. But we also know how helpful intervening early can be when we have a concern. Explore these strategies for having important but challenging conversations with families. We're going to look at raising a concern with a parent about their child's development. In this simulation we'll focus specifically on a child's speech and language delay, but you can use these strategies no matter what the concern might be.

Strengths-based attitudes and relationship-based practices are key when a program is preparing children and families to transition from Head Start to a receiving school. It is even more critical when preparing families whose child has been receiving special developmental services and has an Individualized Education Plan (IEP). Explore this simulation to practice applying strengths-based attitudes and relationship-based practices. Discover what is needed in relationship-building between a Head Start coordinator and a receiving school special education team leader.

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Parent, Family, and Community Engagement Simulation: Boosting School Readiness through Effective Family Engagement Series | ECLKC

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What you do and say matters! Explore and practice everyday strategies to develop Positive Goal-Oriented Relationships with a family.

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Revised Cal​ifornia MTSS Framework-July 2021.pd

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Revised Cal​ifornia MTSS Framework-July 2021.pd

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Ohio Dept of Ed. Family Engagement: Reset and Restart

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Ohio Dept of Ed. Family Engagement: Reset and Restart

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Audience and Purpose

The information on this webpage is provided with school and district leaders in mind as they plan for the best ways to engage families in the reset and restart of education for the 2020-2021 school year. Family engagement is a key strategy to enhancing student engagement and achievement, especially when learning remotely. By ensuring families are receiving consistent communication, necessary supports for at-home learning and connections to key community partners, schools and districts can best support families' unique needs during the reopening of schools.

This guide identifies three areas of family engagement that are critical to student success:

1. Communication;

2. Supporting learning at home; and

3. Engaging strategic community partners.

Included in these three areas are specific family engagement resources and strategies, as well as best practices already happening in Ohio's schools and districts.

Family Engagement for Restart and Reopen

Remote learning during the coronavirus-related (COVID-19) ordered school-building closure last spring created new opportunities for families to increase participation in their students' education. In many cases, teacher-family partnerships became stronger because of more frequent engagement between teachers and parents, guardians and caregivers. As districts and schools move into the 2020-2021 school year, schools and districts should consider ways to sustain this and leverage it for the benefit of students.

Though the COVID-19 pandemic did not create the equity gaps that exist in education, it is continuing to reveal and exacerbate the already existing social and educational inequities. Further, this global crisis highlights the need for leaders to develop and strengthen connections between education and other social systems, including health care, housing and workforce development.

All families want to support their children's learning, but not all families may have the same resources or opportunities to be involved in remote learning in a consistent manner. Families and students will enter the new school year with different needs. Some parents and guardians may want to keep their students out of school because of concerns for illness or because of a student's or other family member's pre-existing health conditions. Some families are returning to work, while some are continuing to work from home. These circumstances will impact a student's ability to learn at home.

Schools, districts, teachers, families and community partners should build strong partnerships with the common goal of supporting all students. Through targeted family engagement strategies, teachers, school staff and leaders can ensure each child and every family have the resources necessary for equitable participation in educational services.

Communication

Effective communication with families and the community at large will be essential to a successful reopening experience. Each school and district should plan how all health, safety and logistical practices will be clearly communicated to students, families and community partners.
Schools and districts should communicate with families and guardians regularly to keep them informed about reopening-related activities. Student expectations and routines while in the school building should be shared with parents and caregivers. Communications with families should include expectations around student health and safety guidelines and updated procedures regarding parent visits, pickup, drop off, signing students out of school early and other specific aspects of the daily educational experience.
Schools, districts and teachers also should use targeted communication to reach students and families who may require additional support and outreach during restart and reopening. Best practices for effective communication with families include:

Two-way communication. The sender and receiver are equals in two-way communication. Both engage in active listening, sharing their thoughts and questions. Families can more actively participate when educators use two-way communication. A few examples of two-way communication include parent-teacher conferences, phone calls, virtual meetings and committee meetings.

Multiple methods of communication. School and district leaders may benefit from taking inventory of the ways staff are communicating with families, whether through social media, all-calls, email, apps, newsletters or other formats. Leaders and educators can identify the communication mechanisms that work best to reach vulnerable youth and their families and/or students with limited access to internet connectivity. Schools and districts should consider surveying families about their preferences of communication mode and align outreach activities to the data received. Teachers and staff should be encouraged to communicate with individual students and families in ways that are most effective for each. If a family is confronting a barrier to a certain communication method, work with that family to find an alternative.

Keep communication consistent. Effective communication is consistent, ongoing and intentional. Regular check-ins between educators and families or administrators and families build trust and makes necessary conversations more comfortable. As schools reopen, it will be important for families to know how and when they can reach the school and their children's teachers, as well as when the school will be regularly communicating important information back to them. For example, a school can notify families to expect weekly emails from the school or, during remote learning days, daily check-ins with a teacher. Schools and districts also can help teachers to communicate clearly with families about how they can best be reached and during what times of day are appropriate to do so.

Encourage teachers and staff. For students and families who may be hard to reach during reset and restart, relationships are key. They build trust between schools and families and lead to more effective communication over time. Teachers, school staff, coaches and mentors can play a vital role in reaching out to families and knowing how to best stay in touch as they are the individuals who students see most often.

Best Practice Example from Ohio's Schools

Barnesville Exempted Village School District, Barnesville

Barnesville Exempted Village School District is a rural district located in Belmont County.

Barnesville Schools plan to conduct parent trainings during the first week of the 2020-2021 school year. Teachers will meet with the parents of their students individually, similar to parent-teacher conferences. The schedule of these trainings is flexible and accommodating and includes two evening opportunities for parents who work during the day.

The district also will conduct student diagnostic testing following the week of parent training.

Finally, Barnesville Schools plans to continue providing a "drive-through" option for families, so the schools can distribute 2020-2021 calendars, the remote learning plan, family engagement materials and school supplies. This effort is designed to reach all families, especially those who may not be able to access these materials through a digital platform.

North Union Local Schools, Richwood

North Union Local Schools is a rural district located in Union County.

During Ohio's ordered school-building closure period in March-May of 2020, the district instituted a 48-hour rule for checking-in with students.

At the high school, teachers who have third period classes connected with their third period students twice a week. If a teacher did not hear back from a student within 48 hours and after sending two emails and making one phone call, the teacher had to attempt to get in touch with the parent, either by email or phone call.

If a teacher failed to reach both the student and parent, the teacher completed a Google form with contact information for the student and his or her attempts to call or email the student. The administration team at the school then took the information from the form and attempted to reach families. The administration team created a spreadsheet for tracking the communication outreach attempts. The outreach attempts included a range of interventions from additional phone calls, having a trusted adult (coach, club advisor, other staff member) reach out to the student and family, a mailed letter to the student's home, and finally, if necessary, a home visit for a wellness check.

In addition, all high school students and parents were surveyed about online learning and mental health. The high school specifically reached out to students and families who said they were really struggling.

At the middle and elementary schools, the same system was in place, except there was much more frequent contact between students and administrative staff. At both the middle and elementary schools, school counselors and principals delivered food to students.

Supporting Learning at Home

Remote learning will continue to play a role in the education experience of Ohio's students and will be an important contributor to sustaining educational opportunities. Remote learning should be considered an option for students and staff for the entire school year, as many families will have high-risk health concerns or may not feel comfortable with in-person instruction until a vaccine is available. The Ohio Department of Education has released a Remote Learning Guide for the 2020-2021 school year, which can be found here.

As schools and districts engage families in remote learning, it is important that parents and guardians have a clearly defined role in at-home learning and they understand expectations around how to support their children. Schools should consider how they will ensure students remain active, engaged and participating in remote learning at home. Some considerations for supporting students and families with remote learning include:

Using a Unified Platform: When schools adopt one unified platform to implement remote learning, it is easier for families to actively participate in their children's educational experiences. Moving all remote learning to one platform (for example, Google Classroom) can streamline the technology with which families and students must be familiar in order for successful and timely completion of assignments. It also can make it easier for staff to check in with students and families regarding progress.

Monitor Attendance and Work Completion: Follow the school or district's remote learning plan to identify students who may be having challenges logging on to online remote learning platforms. If attendance or work completion is inconsistent, follow protocol to engage the student and family, and identify specific strategies or a plan to get the student back on track.

Needs Survey: Consider surveying families about what their needs are regarding remote learning and use that data to drive decisions about the supports the school and district is providing.

Provide Resources: Empower teachers to provide resources to families to support learning at home.

Best Practice Example from Ohio's Schools

Black River Local School District, Sullivan

Black River Local Schools is a rural school district located in Medina County.

This district created a reservation system for families who needed internet access to reserve tables inside tents in the school's parking lot. Each area was sanitized after each family left. Chromebooks and iPads were distributed to all students who needed them. Finally, teachers relayed information to the principal regarding students who were having challenges submitting work and the principal reached out to the students or their families to check in.

Engaging with Community Partners

Partnerships is a core principle of Each Child, Our Future, Ohio's five-year strategic plan for education, and is critical in moving forward in the 2020-2021 school year. Everyone, not just those in schools, shares the responsibility for preparing children for successful futures.

A collaborative effort of both education and community organizations is needed to ensure the effective delivery of appropriate instruction, while meeting the needs of the whole child, for each student.

Partners can include after-school child care and program providers, libraries, faith-based organizations, Boys and Girls Clubs, scouting organizations, philanthropies, chambers of commerce and business groups, health providers, social service organizations, local governmental agencies and many more. Connecting families with community partners can provide additional support and outreach. Particularly when planning for remote learning or a hybrid in-person schedule, collaborating with child care programming within the school or community will be critical in supporting families as they go to work and look for safe places for their children.

Consider the ways the school or district can connect families with local organizations that support housing, food, internet connectivity, child care and other necessities.

Create a space on the district website or social media platforms for families to read about the community partners in the area and how they can be connected to services.

Use the community supports that may be accessible within the school setting. Some examples include partnerships with mental and behavioral health care providers and vulnerable youth school district liaisons.

Best Practice Examples from Ohio Schools and Community Partners

Akron Public Schools, Akron

Akron Public Schools is a large urban district located in Summit County.

Akron Public Schools created a space on the district's webpage titled "Family and Community." Community-specific resources were published, including links to internet connectivity providers, food and shelter resources, and supports for social, emotional and physical health.

Columbus City Schools, Columbus

Columbus City Schools is a large urban district located in Franklin County.

In March 2020, shortly after Ohio's ordered school-building closure, Columbus City Schools created an online Family Needs Survey to better understand and connect families with needed supports. The district received more than 4,000 submissions and used the data to drive decision-making and outreach at the district level. A Family Resources Repository was created on the district website to connect families with housing, food, internet and mental and behavioral health care supports. Columbus City Schools also shared survey results with community partners to ensure the resources could be used to support families. The full story can be found here.

Conclusion

Family engagement will be a key strategy to supporting all students and families and especially important for sustaining relationships and providing resources to vulnerable youth. By planning for how to communicate with families, help them connect with additional community resources, and support learning at home, schools and districts can work to reach all students. Below are additional resources to find effective, high-quality family engagement tools.

Additional Resources

Ohio Statewide Family Engagement Center at The Ohio State University
Ohio Coalition for the Education of Children with Disabilities
Teaching Tolerance - Family Engagement Resources
Edutopia - Family Engagement Toolkit

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Family Engagement | Ohio Department of Education

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The information on this webpage is provided with school and district leaders in mind as they plan for the best ways to engage families in the reset and restart of education for the 2020-2021 school year. Family engagement is a key strategy to enhancing student engagement and achievement, especially when learning remotely.

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SMCOE District Anti-Hate & Anti-Bias Policy Symposium (April 2021)

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SMCOE District Anti-Hate & Anti-Bias Policy Symposium (April 2021)

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District Anti-Hate & Anti-Bias Policy Symposium, April 16, 2021

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Evaluating Initiative to Develop Parent Leadership

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Evaluating Initiative to Develop Parent Leadership

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Learn how using data more effectively can strengthen your work with children and families. Explore how to assess services and measure progress on family and child outcomes using data. This series focuses on tracking program progress as you set goals and implement plans within a five-year project period. Measuring What Matters is aligned with the Parent, Family, and Community Engagement (PFCE) Framework and the Head Start Program Performance Standards.

Additional Resources

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Measuring What Matters: Using Data to Support Family Progress | ECLKC

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Programs collect and use a variety of family related data. This set of resources assist programs to gather, analyze, and share data with families that includes their voices and honors their diverse perspectives.

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Measuring the Effectiveness of Parent Engagement Initiatives (2017)

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Measuring the Effectiveness of Parent Engagement Initiatives (2017)

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Parent input and feedback could be centered around three indicators of parent engagement identified by The Equitable Parent-School Collaboration Research Project: parents’ confidence in their ability to support their child’s learning, their beliefs about whether the school provides a welcoming and culturally responsive learning environment, and whether parents have leadership opportunities and influence on decision-making at their school.

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WKKF Cultivating a Community of Champions for Children: Through Transformative Family Engagement - July 2019

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WKKF Cultivating a Community of Champions for Children: Through Transformative Family Engagement - July 2019

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Institute for Educational Leadership: FE Network

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Institute for Educational Leadership: FE Network

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Family and Community Engagement - Institute for Educational Leadership

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Family, school, and community engagement is a shared responsibility of families, schools and communities for student learning and achievement; it is continuous from birth to young adulthood; and it occurs across multiple settings where children learn. This network was established from the Family-School-Engagement Working Group in 2009.

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Family Engagement:A Guide to Tools, Strategies and Resources

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Family Engagement:A Guide to Tools, Strategies and Resources

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State Support Network - Strategies for Equitable Family Engagement (2018)

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State Support Network - Strategies for Equitable Family Engagement (2018)

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five major categories of evidence-based, equitable family engagement strategies

1. Making a commitment to equitable family engagement.

2. Making equitable family engagement “business as usual.”

3. Building relationships between staff and families.

4. Meaningfully involving and engaging families and trusted community advocates.

5. Engaging outside of the school building.

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Global Family Research Project: Hub for FE Resources

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Global Family Research Project: Hub for FE Resources

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Articles | Global Family Research Project

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Global Family Research Project, Omidyar Network, Ubongo, the International Rescue Committee (IRC), and the Early Learning Lab (ELL) engaged in a conversation with a broad audience about how co-design creates shifts in family engagement.

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Element 1.D: Family and School Partnerships.  Schools value and build strong family and school partnerships.

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Element 1.D: Family and School Partnerships.  Schools value and build strong family and school partnerships.

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CA EL Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to LCAP | Resources | EWIG | Communications and Updates | Archives

Pre-schools and schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.

Principle One Elements

Each principle is broken down into its corresponding elements. Below are Principle One's elements.

Element 1.A: Language and Culture as Assets

The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.

Element 1.B: English Learner Profiles

Recognizing that there is no single EL profile and no one-size-fits-all approach that works for all English learners, programs, curriculum, and instruction must be responsive to different EL student characteristics and experiences. EL students entering school at the beginning levels of English proficiency have different needs and capacities than do students entering at intermediate or advanced levels. Similarly, students entering in kindergarten versus in later grades. The needs of long-term English learners are vastly different from recently arrived students (who in turn vary in their prior formal education). Districts vary considerably in the distribution of these EL profiles, so no single program or instructional approach works for all EL students.

Element 1.C: School Climate

School climates and campuses are affirming, inclusive, and safe.

Element 1.D: Family and School Partnerships

Schools value and build strong family and school partnerships.

Element 1.E: English Learners with Disabilities

Schools and districts develop a collaborative framework for identifying English learners with disabilities and use valid assessment practices. Schools and districts develop appropriate individualized education programs (IEPs) that support culturally and linguistically inclusive practices and provide appropriate training to teachers, thus leveraging expertise specific to English learners. The IEP addresses academic goals that take into account student language development, as called for in state and national policy recommendations.

Illustrative Case Examples: Principle One

The examples below were submitted by local educational agencies (LEAs) and demonstrate Principle One and its corresponding elements in action. The illustrative examples will be updated as new submissions become available.

Illustrative Example: Sobrato Early Academic Language Model
This example, from the Sobrato Family Foundation, demonstrates Principle 1, Elements 1.A, 1.B, 1.C, and 1.D; Principle Two, Elements 2.A, 2.B, 2.C, 2.D, 2.E, and 2.G; and Principle Four, Element 4.A, in action.

Illustrative Example: My Name, My Identity
This example, from the Santa Clara County Office of Education, demonstrates Principle 1, Elements 1.A, 1.C, and 1.D and Principle Three, Element 3.A, in action.

Last Reviewed: Thursday, September 10, 2020

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CA EL Roadmap Home | Policy and Printed Document | Research | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to LCAP | Resources | EWIG | Communications and Updates | Archives Pre-schools and schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners.

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Toolkit for Educators: Reaching Out to Hispanic Parents of ELL

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Toolkit for Educators: Reaching Out to Hispanic Parents of ELL

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Working with Families of Children with Special Needs

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Working with Families of Children with Special Needs

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Explore own assumptions about working with families of children with special needs.

Identify variables that may challenge or support family-centered practice.

Choose effective ways to support families of children with special needs.

Know

Families of Young Children with Special Needs

Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Within the VLS, the terms special needs and disability are often used interchangeably. It is important to note that while the two terms have similar meanings, the word disability is generally used to refer to a long-term condition or impairment that impacts the way a child or youth learns, participates, or interacts with the world around them. The term special needs often refers to additional supports or assistance a child or youth may need within an educational, developmental, behavioral, or health context. Language is a powerful tool that can create a sense of identity, purpose, and pride and is particularly important to consider when working with children and families. One critical way to empower families of children with special needs is to have a dialogue with them around their preferred language when referring to their individual child's unique needs and abilities.

Working with Families of Children with Special Needs

Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs. Some preschool children will enter your program with a known disability, and other families will learn that their child has a disability or is delayed while enrolled in your program. You may even be one of the professionals that assists in identifying an area of concern or delay. Families with eligible preschool-age children may receive special education services and have an individualized education program (IEP). Others may only receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions, therapies, and appointments to help their child learn and develop. These families may need more help supporting their children and may turn to you, or others in your program, for assistance with connecting to services or agencies outside of your program. It may be helpful to form relationships with outside agencies so you, or trainers and administrators in your program, have up-to-date information on how to make a referral and the types of services offered and available. Positive interactions with families and other professionals can decrease families' stress and improve their well-being, as well as improve their confidence in you as their child's early care and learning program.

Families with preschoolers with special needs may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. This information can be used to determine if a child has a specific condition, support the child outcomes summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in an IEP review, a time when the team of professionals and families come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and related services personnel may "push in" and provide services within your program. Regardless of how special education services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.

Families with preschoolers with disabilities may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children in their daily routines. This information can be used to determine if a child has a specific area of need, support the child outcome summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in a family's IEP review, a time when the team of professionals and the family come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and therapists may provide services within your program. Regardless of how these services are delivered, working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child's life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information, goals and expectations.
Effective Practices
The first step in establishing strong relationships with families of children with special needs is to spend time discussing and learning their wishes and concerns for their children and to learn about the meaningful activities and routines they participate in at home. Maintaining this communication throughout a child's time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom. Through your interactions you can build trust so both you and families feel comfortable sharing children's strengths and if there are concerns (Sandall, Hemmeter, Smith, & McLean, 2005). Before communicating concerns with families, it may be helpful to discuss with a coach, trainer, or administrator your plan to share this information using family-centered practice. Be prepared for families to react in a variety of ways, and know how you can offer support if they seek assistance from other agencies and resources. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers and professionals in a child's life are consistently using the same, effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.

In your collaboration with families, it is important to acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004). This means that when a family's wishes and decisions are different from what you would recommend, you respond to the family's decisions with respect. Ultimately, meaningful communication and relationship-building will enrich the process for both yourself and the families you serve.

Take a look at the following guidelines that reflect family-centered practice. You may remember some of these from Lesson 1. Then, think about which of these you can use in your work with families of children with special needs (Turnbull, Turbiville, & Turnbull, 2000):

Recognizing the family as a constant in the child's life; caregivers and service systems may often change

Facilitating collaboration between families and professionals

Honoring and respecting family diversity in all dimensions (cultural, racial, ethnic, linguistic, spiritual, and socioeconomic)

Recognizing family strengths and the different approaches that families may use to cope

Sharing unbiased and honest information with family members on an ongoing basis

Encouraging family-to-family support and networking

Acknowledging and incorporating the developmental needs of the child and other family members into your practice

Designing and implementing services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs

See

Video not available
Watch this video to learn about addressing the needs of families who have children with special needs.

Do

There are many ways you can demonstrate respect and consideration for families of children with special needs or disabilities in your classroom. Consider the following:

Acknowledge that families know their child best and ask them questions about services, resources, or typical routines that may be helpful to you.

Establish ongoing communication between home and school. Communication journals are a great way to maintain communication. These are usually sent home with the child and returned the next day. Teachers can share noteworthy observations, events, or daily challenges and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children in your classroom, they can be an especially valuable tool in establishing consistency between home and school environments for children with special needs.

Incorporate children's books in your classroom library that reflect consideration of multiple abilities and differences.

Modify daily activities so that all children can participate in their own way.

Invite families to talk about their child. For example, a family member may come in your classroom and talk about their child's use of adaptive equipment (e.g., braces, wheelchair, or a communication device). The family member may explain the use of equipment, which can help children and other families understand aspects of their life. This also promotes acceptance of differences.

Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special needs.

If disagreements or miscommunication arise, consider the following:

Remind yourself that your role is to support families' hopes and dreams for their child.

Be patient. Dealing with a child with a disability may be challenging at times, and family members need time to navigate this experience at their own pace.

Avoid making judgments of families and their children.

Consider difficult times as opportunities to build trust between yourself and families.

Question your assumptions about working with families of children with disabilities or special needs and urge other professionals you know to do the same.

Talk with your trainer, supervisor, or coach when in doubt about any aspect of your work with families.

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Watch this video to hear a family of a child with special needs share their school experience.

Barrera, I., & Corso, R. M. (2003). Skilled Dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing.

Center for Parent Information & Resources. (n.d). Supporting the Parent Centers Who Serve Families of Children with Disabilities. Retrieved from https://parentcenterhub.org/

Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.

Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity With Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.

Harry, N., Rueda, R., & Kalyanpur, M. (1999). Cultural reciprocity in Sociocultural Perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66(1), 123-136.

Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children With Special Needs: A formative approach for the 21st century. Upper Saddle River, NJ: Merrill.

Johnson, B. H. (1990). The changing role of families in health care. Children's Health Care, 19(4), 234-241.

Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing.

Lynch, E. W., & Hanson, M. J. (2004). Developing Cross-Cultural Competence: A guide for working with young children and their families, 3rd ed. Baltimore, MD: Paul H. Brookes.

National Association for the Education of Young Children (2011). NAEYC Position Statement: Code of ethical conduct and statement of commitment. Retrieved from http://www.naeyc.org/positionstatements/ethical_conduct

National Association for the Education of Young Children. Engaging Diverse Families.

Peck, A., & Scarpatti, S. (2002). Special Education around the world. Teaching Exceptional Children 34(5).

Poston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry. Mental Retardation, 41(5), 313-328.

Salend, S. J., & Garrick-Duhaney, L. M. (2002). What Do Families Have to Say About Inclusion? How to pay attention and get results. Teaching Exceptional Children, 35(1), 62-66.

Sandall, S., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.

Trivette, C. M. & Dunst, C. J. (2005). DEC Recommended Practices: Family-Based Practices. In S. Sandall, M. L. Hemmeter, B. J. Smith, & M. E. McLean (Eds.). DEC Recommended Practices: A comprehensive guide for practical application (pp. 107-126). Longmont, CO: Sopris West.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.). Handbook of Early Childhood Intervention (pp. 630-650). Cambridge, United Kingdom: Cambridge University Press.

Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, Professionals, and Exceptionality: Positive outcomes through partnerships and trust. 5th ed. Upper Saddle River, NJ: Pearson Education Inc.

Consider your view on families of children with special needs and think about your role in their lives

Consider how much information a family is comfortable sharing about their child's needs

Use these resources to learn more about families with children with special needs

Understand the emotional impact a family can experience when they learn about their child's disability

Create a list of resources to support children with disabilities

This activity is required for the CDA Professional Portfolio and should be completed by CDA candidates only.

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Working With Families of Children With Special Needs

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Explore own assumptions about working with families of children with special needs. Identify variables that may challenge or support family-centered practice. Choose effective ways to support families of children with special needs.

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Teaching Your Child to: Cooperate with Requests (PDF)

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List of California agencies providing resources for families of children with disabilities.

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List of California agencies providing resources for families of children with disabilities.

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Parent Organizations and the California Department of Education

The California Department of Education (CDE), Special Education Division, works closely with federal- and-state-funded parent organizations to increase parent participation and collaboration between parents and educators to improve the educational system.
Senate Bill 511, Family Empowerment Centers Parent Training and Information Center California Community Parent Resource Centers
Senate Bill 511, Family Empowerment Centers

Background

The Family Empowerment Centers (FECs) were established in 2001 by enactment of Chapter 690 of the Statutes of 2001 (Senate Bill 511, Alpert), enacted as Education Code ( EC) 56400-56415. The FECs provide services to families with children with disabilities ages three to twenty-two. The intent of the legislature is to ensure that parents, guardians, and families of children and young adults with disabilities have access to accurate information, specialized training, and peer-to-peer support. Each FEC is a non-profit 501 (c)(3). Funding for the FECs is based upon a specific formula. A rate of $246,000.00 is allocated annually to each center to provide the basic services. Additional funding for each FEC is determined according to school enrollment of the region served.

The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22. These parent-led nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child's educational and developmental needs, effectively communicate with service providers, serve as a resource for the individual education plan process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.

As a condition of funding, each FEC shall do all of the following as required in EC Section 56408(a):

(1) Provide training and information that meets the training and information needs of parents and families of children and young adults with disabilities living in the area served by the center, particularly those families and individuals who have been underserved.

(2) Work with community-based organizations, including community advisory committees established pursuant to Article 7 (commencing with Section 56190) of Chapter 2, parent advisory committees of one or more local educational agencies in their service region established pursuant to Sections 52063 and 52069, and state and local agencies serving children with disabilities.

(3) Train and support parents and families of children and young adults with disabilities to do all of the following:

(A) Better understand the nature of their children's disabilities and their children's educational and developmental needs, including the benefits of inclusion in a least restrictive educational environment.

(B) Participate in activities to address disparities in opportunities and improve outcomes for children and young adults with disabilities.

(C) Advocate for the child's needs in a manner that promotes alternative forms of dispute resolution and positive relationships between parents and professionals.

(4) Support parents with how to access language access support, including interpretation and translation of written materials, that is additional to language access support required to be provided by local educational agencies.

(5) Support parents in navigating referrals for services, such as support for pupil and family needs, respite services, physical and mental health services, and other necessary services depending on family circumstances.

(6) Assist parents in accessing support through other programs, such as the Foster Youth Services Coordinating Program and programs administered by the State Department of Developmental Services and the Department of Rehabilitation.

(7) Support parents in communicating effectively with personnel responsible for providing special education, early intervention, and related services.

(8) Serve as a resource to parents and families in decision making processes and the development of individualized education programs.

(9) Provide parents appropriate information regarding the range of options, programs, services, and resources available to assist children and young adults with disabilities and their families.

(10) Subject to the availability of resources and upon parental request, attend individualized education program development meetings that include parents and personnel responsible for assessing pupil eligibility for special education and early intervention services.

(11) Submit data annually, in accordance with the data template established by the department pursuant to subdivision (b) of Section 56411, no later than a date selected by the Superintendent. The Superintendent shall select this date by June 30, 2022.

FEC Contact and Service Information

Parent Training and Information Center

Background

Each Parent Training and Information Center (PTIC) is a parent-directed non-profit 501(c)(3) organization funded and managed by the Office of Special Education Programs at the U.S. Department of Education, under the Individuals with Disabilities Education Act (IDEA). The California Department of Education coordinates with the PTICs on initiatives and opportunities for parent support statewide.

The PTICs provide a variety of direct services for children and youth with disabilities, families, professionals, and other organizations that support them. Some of the activities include:

Working with families of infants, toddlers, children, and youth with disabilities, birth to twenty-six

Helping parents participate effectively in their children's education and development

Partnering with professionals and policy makers to improve outcomes for all children with disabilities

PTIC Contact Information

559-229-2000
559-229-2956 (Fax)

4440 North First Street,
Fresno, CA 93726
info@epuchildren.org

510-644-2555
(TDD Available)
510-841-8645 (Fax)
800-348-4232

3075 Adeline Street, Suite 210,
Berkeley, CA 94703

415-884-3535
415-884-3555 (Fax)
800-578-2592

94 Galli Drive, Suite C
Novato, CA 94949
info@matrixparents.org

408-727-5775
825-727-5775 (toll free)
408-286-1116 (Fax)

1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
info@php.com

415-282-7494
415-282-1226 (Fax)

1663 Mission Street, Suite 700
San Francisco, CA 94103
info@supportforfamilies.org

California Community Parent Resource Centers

Background

The Community Parent Resource Center (CPRC), are managed and funded by the Office of Special Education Programs (OSEP) and, as described in 20 United States Code 1472, will help ensure that underserved parents of children, ages birth through twenty-six with disabilities, including low-income parents, parents of limited English-proficient children, and parents with disabilities, have the training and information the parents need to enable the parents to participate effectively in helping their children with disabilities.

Each CPRC shall:

provide training and information that meets the training and information needs of parents of children with disabilities,

carry out the activities required of PTICs, and

be designed to meet the specific needs of families who experience significant isolation from available sources of information and support.

CPRC Contact Information

Other Resources

Reasons for Concern
If you suspect that your child or a child in your care may have a disability or special need(s) that may be affecting their academic, behavioral or developmental progress, there are state and local resources in place for assistance and guidance.

Rights of Parents and Children

State Compliance Complaint Support Unit

The CDE Special Education State Compliance Complaint Support Unit provides technical assistance information and resources for parents, school districts, advocates, agencies, and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B, and the California Education Code.

Parents' Rights
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

To file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Last Reviewed: Wednesday, October 25, 2023

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List of California non-profit agencies providing resources and support for families of children and youth with disabilities.

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Families in Schools: Measuring Parent Engagement

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Families in Schools: Measuring Parent Engagement