The authors discuss the need to have a mutli-facted approach to family engagement. They suggest tailoring family suppports and engagement based upon the family's specific needs.
Bachman, H. F., & Boone, B. J. (2022). A Multi-Tiered Approach to Family Engagement: No two families are alike, so why should schools’ approach to supporting families be cookie cutter? Educational Leadership, 80(1), 58–62.
The author discusses the need to get past school-centric activities and take steps to create more generative relationships with families.
Dugan, J. (2022). Co-Constructing FAMILY ENGAGEMENT: Educators need to get past school-centric activities and take steps to create more generative relationships with families. Educational Leadership, 80(1), 20–26.
In contrast to the medical model of trauma informed practice, Ginwright provides educators with a paradigm of urban education that includes celebration and understanding of community, culture, resilience, and healing.
Ginwright, Shawn. 2016. Hope and Healing in Urban Education: How Urban Activists and Teachers are Reclaiming Matters of the Heart. New York: Rouledge.
In this series of 5 webinars, national thought leaders discuss the intersection of language, culture and disability from a variety of angles. The first webinar sets the stage for the remaining webinars that focus on data literacy, stakeholder and family engagement, research-informed practice, and systems coherence.
The article focuses on the process of empathy interviews and how they can tranform the relationships between families and schools. The author suggest a number of factors that affect the empathy interview process.
Jones, C. (2022). The Power of Empathy Interviews in Family Engagement. Educational Leadership, 80(1), 28–33.
This research article examines the differences between parent involvement (i.e., in activities structured by the school) and parent engagement (i.e. in school activities that parents help schools design and create). The researchers highlight parent engagement as an important strategy for preventing disproportionate representation.
Fenton, Patrice, Ludia Ocasio-Stoutenburg, and Beth Harry. 2017. “The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity.” Theory Into Practice 56 (3): 214–225.
This document provides suggestions for use of Coordinated Early Intervening Services funds to address issues of equity in school discipline. Suggestions included multi-tiered systems of support, disaggregating data for decision-making, equity-focused professional development, coaching of teachers, and partnering with families.
Austin, Sean, Heidi Von Ravensberg, and Kent McIntosh. 2022. Wise Use of Coordinated Early Intervening Services (CEIS) to Achieve Equity in School Discipline. Eugene, OR: Center on PBIS, https://assets-global.website-files.com/5d3725188825e071f1670246/629fbbf38f28899469117353_Wise%20Use%20of%20Coordinated%20Early%20Intervening%20Services%20(CEIS)%20to%20Achieve%20Equity%20in%20School%20Discipline.pdf (accessed January 30, 2023).
