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It explains why family engagement declines when students seek more independence and schools provide less guidance on partnering. The guide outlines steps to gather school data, identify a point person, build a one-year action plan, implement engagement activities, run monthly team meetings, and evaluate outcomes, supported by sample documents and best-practice resources.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/engaging-families-in-high-school-success-guidebook-for-school-family-engagement-planning-for-the-middle-to-high-school-transition/241676/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/engaging-families-in-high-school-success-guidebook-for-school-family-engagement-planning-for-the-middle-to-high-school-transition/241676.png","ImageObject",442,249,{"name":88,"@type":89},"Lucas Vance","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":73},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why does the guide emphasize the 9th-grade year for family engagement?","Question",{"text":108,"@type":109},"It highlights 9th grade as critical for student success, noting that students who attend school, pass courses, and maintain engagement are more likely to graduate and be prepared for college and/or careers. 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The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.  \nEngaging Families in High School Success  \nGuidebook for School Family Engagement Planning for the Middle to High School Transition  \nI. Introduction  \nII. Getting started  \na. Identifying a point person  \nb. Gathering information and important school data  \ni. Begin by reviewing your school’s School Improvement Plan  \nii. What information do families of 8th graders and 9th graders need to know? Where and how can they receive this information?  \niii. Survey your families to find out their interests and needs  \niv. Strategies to reach families who miss or do not come to the regular events or get information in traditional ways  \nIII. Developing your One-year Family Engagement Action Plan  \na. Setting up a Family Engagement Team  \nb. Suggested calendar for schools for planning family engagement in the transition to high school  \nc. Review Family Attendance data from similar activities last year  \nIV. Implementing your Family Engagement Action Plan  \nV. Organizing monthly (or as needed) Family Engagement Team meetings  \na. Cycles of Inquiry  \nVI. End of the year reflection/evaluation of family engagement activities  \nVII. Appendix  \na. Sample documents and templates  \nb. Resources and examples of best practices for families to support their students during their high school years  \ni. Checklists for families  \nii. Best practices  \nEngaging Families in High School Success  \nGuidebook for School Family Engagement Planning  \nI. Introduction  \nIn this guide we put a spotlight on 9th grade as a critical year for student’s school experience. Research shows that ninth grade students who successfully attend school and pass their courses are more likely to graduate from high school and are more likely to be ready for college and/or a career. But research also shows that 9th grade is the time when family engagement tends to taper off dramatically. Students want more independence and families and schools pay less attention or know less about how they can partner to support their secondary students.  \nWhile high quality and differentiated instructional practices are important in teaching students essential content in each subject area throughout middle and high school, positive teacherstudent relationships are critical in order for students to engage in the learning and have successful outcomes. By working in partnership with families, bridging the gap between home and school, school staff gain essential insights and resources to help them build relationships with their students which can help develop the optimal setting for students to thrive and learn.  \nEngaging with families requires effective two-way communication. Schools learn from families and families learn from schools. Families need information about how the school system works and how their child is doing in each subject area so that they can support and problem solve with them when challenging situations arise. Schools need to know from the home/family’s point of view what the family/student values as important, what motivates the student, what other things might be affecting the child’s ability to focus and learn, what is working for the student and what isn’t. In partnership, schools and families can build the unique resources that can support the student in school.  \nThis guide is designed to help schools organize effective family engagement practices at the middle school and high school levels to support students’ success in school and increase graduation rates. We will approach it from the point","cbCaiswjRieQX7AL","https://ap.wps.com/l/cbCaiswjRieQX7AL","pdf",816022,31,"English","# I. Introduction\n# II. Getting started\n## Identifying a point person\n## Gathering information and important school data\n### Begin by reviewing your school’s School Improvement Plan\n# III. Developing your One-year Family Engagement Action Plan\n## Setting up a Family Engagement Team\n## Suggested calendar for schools for planning family engagement\n## Review Family Attendance data from similar activities last year\n# IV. Implementing your Family Engagement Action Plan\n# V. Organizing monthly (or as needed) Family Engagement Team meetings\n## Cycles of Inquiry\n# VI. End of the year reflection/evaluation of family engagement activities\n# VII. Appendix\n## Sample documents and templates\n## Resources and examples of best practices for families to support students","[{\"question\":\"Why does the guide emphasize the 9th-grade year for family engagement?\",\"answer\":\"It highlights 9th grade as critical for student success, noting that students who attend school, pass courses, and maintain engagement are more likely to graduate and be prepared for college and/or careers. It also explains that family engagement often tapers off sharply in this period.\"},{\"question\":\"What steps should schools take at the start of family engagement planning?\",\"answer\":\"The guide recommends identifying a point person to lead the work, often an assistant principal, and gathering information by reviewing the School Improvement Plan and relevant school data. It also includes surveying families to learn interests and needs.\"},{\"question\":\"How should schools structure the one-year family engagement approach and assess results?\",\"answer\":\"Schools should develop a one-year Family Engagement Action Plan by setting up a Family Engagement Team and creating a planning calendar for the transition. The guide then calls for implementing the plan, holding monthly team meetings using cycles of inquiry, and conducting end-of-year reflection and evaluation of activities.\"}]","Engaging Families in High School Success - Guidebook for School-Family Engagement Planning for the Middle to High School Transition | PDF",1789179042]