Maryland Online IEP  

05: Family Engagement

Just For Me

It’s time to reflect on the information learned in this module! For each of the following statements, determine if the information represented is true or false:

Statement 1

“Empowering” parents is intentional and ongoing; it involves mutual respect, critical reflection, and caring throughout the IEP process.

True
Select
That's right!

Always consider parents/families as a resource and help them to recognize themselves as collaborators in the IEP process. Create processes that support family to contribute by sharing information and engaging actively in decision making.

Flip
False
Select
Not quite...

Always consider parents/families as a resource and help them to recognize themselves as collaborators in the IEP process. Create processes that support family to contribute by sharing information and engaging actively in decision making.

Flip

Statement 2

Communications regarding classroom activities, suggested activities for parents, home/school notebooks/notes and family-school meetings with children present, are all examples of monitoring the effectiveness of a teacher’s engagement level with parents.

True
Select
Not quite...

These activities may be effective ways to share needed information with families, but they are not two-way and do not reflect the quality of interactions between the school and family.

Flip
False
Select
That's right!

These activities may be effective ways to share needed information with families, but they are not two-way and do not reflect the quality of interactions between the school and family.

Flip

Statement 3

Orientation nights with follow-up contact for non-attendees, parent support groups to disseminate information on school performance, Secondary Transition nights and Curriculum nights are all examples of ensuring that parents have needed information to support children's’ educational progress.

True
Select
That's right!

The examples above describe both formal and informal opportunities to communicate and build trust between home and school.

Flip
False
Select
Not quite...

The examples above describe both formal and informal opportunities to communicate and build trust between home and school.

Flip

Statement 4

Good news phone calls, inviting and incorporating parent reactions to policies and practices, contacting parents at the first sign of a concern, and communicating a positive message about the child all stem from deficit‐based or crisis orientation research on family engagement.

True
Select
Not quite...

All of these activities strive for a positive orientation rather than a deficit‐based or crisis orientation and are important to establish a collaborative relationship.

Flip
False
Select
That's right!

All of these activities strive for a positive orientation rather than a deficit‐based or crisis orientation and are important to establish a collaborative relationship.

Flip

Statement 5

Inviting parents to include additional family members in school activities and meetings, allowing parents to bring additional support persons to meetings, asking parents for ideas for interventions and incorporating them into plans are all examples of increasing the diversity of expertise and resources available.

True
Select
That's right!

These strategies promote a family-centered approach to addressing concerns and issues by receiving input from various perspectives.

Flip
False
Select
Not quite...

These strategies promote a family-centered approach to addressing concerns and issues by receiving input from various perspectives.

Flip
Copyright © 2008, Center for Technology in Education, JHU