Family Involvement Practices

Family involvement 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 of family involvement practices:

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.