Family Engagement: Overview

Over 50 years of research link the roles families play in a child’s education— as supporters of learning, encouragers of self-determination, models of lifelong learning, and advocates for proper programming—with student achievement indicators such as grades, test scores, attendance, sense of competence, and beliefs about the value of education.

Why is MTSS Rhode Island using the Dual Capacity-Building Framework for Family-School Partnerships (Version 2)?

Based on research and best practices, the Dual Capacity-Building Framework guides family engagement strategies, policies, and programs. It serves as a compass, not a blueprint, outlining goals and conditions for effective family engagement that support student achievement and school improvement (Mapp & Bergman, 2019).

Effective family engagement improves student outcomes only when schools and families have the capacity to participate meaningfully. This framework aligns with MTSS and supports systems change. It is also connected to the Title I, Part A Parent and Family Engagement Toolkit from RIDE.

Each section below shows how MTSS aligns with the Dual Capacity-Building Framework and resources for implementation in your school.

The Dual Capacity-Building Framework (Version 2)² outlines challenges to effective partnerships, essential conditions, goal-setting and measurement strategies, and capacity outcomes for schools and families.

Learn more from author Karen Mapp in this five-minute overview:

Explore how MTSS supports elements of the Dual Capacity-Building Framework

¹ United States Department of Education. Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Available from https://www2.ed.gov/documents/family-community/partners-education.pdf; accessed 10 February 2021.

² Mapp, K.L. & Bergman, E. (2019). Dual capacity-building framework for family-school partnerships (Version 2). Available at www.dualcapacity.org.