Module 1: What is Family Engagement?

Before we talk about family engagement, we need to share what we mean by the word ‘family.’ Throughout the modules, we will use the term ‘family’ to refer to important people in a student’s life. The National Center on Parent, Family, and Community Engagement describes “Families can be biological or nonbiological, chosen or circumstantial. They are connected through culture, language, tradition, shared experiences, emotional commitment, and mutual support.”  Important adults might include biological parents, grandparents, aunts, uncles, friends, mentors, or other supporters. Each student’s family is unique both in who the family includes and how the family works together. In the next module, we will explore how to learn about students’ families and the strengths and knowledge they bring.

That being said, the Individuals with Disabilities Education Act (IDEA) defines the term ‘parent’ in Section 300.30. There are requirements for a parent or guardian to sign legal forms (e.g., consent for evaluation, multi-disciplinary team [MDT] verification, and the individualized education program [IEP]).

Now, that we have defined family and parent, let’s jump in to what family engagement means. In this video, experts in the field describe how they would define family engagement: Defining Family Engagement

The Nebraska School, Family, and Community Engagement Framework is built on the understanding that school, family, and community engagement:

• recognizes the role families and the community play in advocating for educational equity, opportunity, and quality;
• is a shared responsibility of families, schools, and communities where knowledge is exchanged;
• focuses on culturally respectful partnerships that support student learning, at home, at school, and in the community;
• builds, sustains, and grows relationships that empower all students, families, and communities;
• is continuous across a child’s life spanning from birth to young adulthood;
• occurs in multiple settings where children and youth learn before, during, and after the regular school day as well as summer.

Family engagement goes beyond family involvement. This figure from the Wisconsin Department of Public Instruction highlights the differences between involvement and engagement. Family involvement is characterized by placing individual responsibility for progress as opposed to a collaborative approach. Families may be present and given information, but they are not decision makers and there is little two-way communication. In addition, family involvement activities are not necessarily connected to learning goals. There are minimum requirements outlined within the Individuals with Disabilities Education Act including getting parent consent, providing written notice, involving families in multidisciplinary and individualized education program meetings, and giving information about progress. Throughout these modules, you will learn how to move from involving families in special education to engaging and partnering with families to enhance outcomes. The goal is to create family-school partnerships that are built on trust and mutual respect, include two-way communication and sharing of ideas, are connected to learning goals, and provide opportunities to support one another in achieving the goals set.

This video highlights the shift from involving families to engaging families. As you watch, try to identify the features listed in the figure.

Effective Family Engagement Could Look Like This

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