Family Engagement Practices

Family engagement practices are associated with parent and family participation in planning and delivering education and transition services. Family-focused training and family empowerment activities increase the ability of family members to work effectively with educators and other service providers. (Kohler and Field, 2003)

Critical components:

School practices for all students, including students at-risk and students with IEPs,  ensure that:

  • Schools welcome and respect all families, valuing their diversity (cultural, socioeconomic, etc.), thereby supporting families to be active participants in the transition planning process.
  • Families and school staff engage in regular, two-way, meaningful communication throughout the transition process.
  • School staff supports student success by actively engaging families in shared decision-making in student assessment (including age-appropriate transition assessment), service delivery, and program evaluation to assist in successful transition planning.
  • Families understand special education laws and requirements and their role in the transition process.
  • School staff provides a connection between families and community resources that support them and their child in the transition process.
  • The school provides and engages families in multiple transition-related training opportunities in a variety of formats.

(Rev. 2/10/2016)

The Next Steps NH Transition-Focused Education Framework is for students with IEPs and students at risk. It is based on the five practices of the Kohler Taxonomy:

  1. Student-Focused Planning Practices
  2. Student Development Practices
  3. Interagency Collaboration Practices
  4. Family Involvement Practices
  5. Program Structures Practices

Kohler, P. D., & Field, S. (2003). Transition-focused education: foundation for the future. Journal of Special Education, 37(3), 174-183.