Effective family engagement is an ongoing, iterative process that requires intentional planning and evaluation. Sustainable family engagement requires the necessary personnel and fiscal resources to ensure success, the coordination of activities and initiatives across the school, and the creation of feedback loops across all stakeholders, including families, to inform the work.
a. The school has a family engagement action plan that incorporates specific steps and activities, ongoing evaluation, and data analysis to support a cycle of continuous improvement.
b. Family engagement has been included as a part of the Continuous Improvement Plan at both the school and superintendency levels.
c. The school emphasizes the use of knowledge, skills, and attitudes necessary to create consistent and intentional impact on the school and family connections.
d. The school ensures that there are adequate resources (both fiscal and personnel) to support meaningful and effective family engagement strategies that have the power to impact student learning and achievement.
e. All family engagement activities are coordinated across classrooms and supported by state, district, and school leaders. For this to occur, educators need a framework that can support and sustain family and community engagement practices.
Educators are responsible for ensuring that every child and family has the opportunities they need to be successful in the educational experience, including ensuring that children are treated equitably and have access to high-quality learning opportunities. Educators must differentiate their services and supports based on the unique needs of each child and family, including disability, culture, language, and socioeconomic status.
a. “The school does take into account the historical context of where families may have strived or struggled, their current realities, and the desired future outcomes for their children.”16
b. The school provides training to staff on communicating with families who are not native English speakers and/or require translation or interpretation services.
c. The school considers and addresses families’ cultural and language needs when developing and disseminating important information to families.
d. The school ensures that representation on advisory bodies and committees reflects the composition of the student body, including families that are living in poverty, have limited English proficiency, have disabilities, or have a student with a disability.
e. Educators understand the unique characteristics and strengths that families bring to the school so that families can use those strengths to support improved outcomes for students.
f. Educators understand how culture and background influence people’s interactions and can impact how they are or are not engaged with the school.
