CARES: A Framework for Family Engagement in Schools
Waterford.org
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Both educators and families share a common goal: to provide strong support for students! By working together, they can craft a comprehensive support system that promotes success. However, educators sometimes prioritize one-way communication rather than true collaboration—leaving families unsure if they are valued in their child’s classroom and school.
To address this issue, Dr. Jenni Torres , EVP and Chief Academic Officer at Waterford.org , led the development of the CARES framework. To create the framework, Torres and her team conducted family interviews. They identified five key areas that early education leaders should prioritize to foster strong family engagement :
The framework aims to shift educators’ mindsets by encouraging them to listen, understand the specific needs of their communities, and approach families with an asset-based mindset.
By focusing on what families most requested across these five key areas, educators can ensure that families are respected partners in their child’s education. Read on to learn more about each area and how teachers and administrators can put these ideas to practice.
Communication: Clear, Concise, and Non-Judgmental
Healthy communication fosters understanding between educators and families, allowing both to coordinate as they support students. To achieve this requires transparency and openness from teachers prioritizing two-way communication (which allows families to engage and respond) over one-way communication options.
Focus on these three elements to ensure that communication with families is respectful and collaborative:
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Every family’s schedule and communication preferences are different, so encourage teachers to provide families with multiple ways to connect. Include both in-person options like meetings or office hours as well as virtual choices like texting or class communication apps.
Academic Content: Include and Inform Families
Families want to support their child’s learning goals however they can, but they may not know about specific skills or developmental expectations. Remind teachers to provide clear information at the beginning of the school year , including what skills students will learn and why they are important. Avoid academic jargon which might alienate families.
Advise teachers on offering suggestions for how families can help students practice what they’re learning in class. Activities that can be added to everyday routines are often especially helpful for families with busy schedules.
Use the Windows and Mirrors framework as your guide to create academic content for students that both reflects their lived experiences and introduces them to lives that are different from their own. With inclusive academic content, families know that their experiences are welcomed and respected in the classroom and the school.