High schools across the country are working intensively to address chronic absenteeism and behavioral concerns. However, traditional approaches to family engagement often fall short, particularly for students who are most at risk, including students with disabilities and newcomer students. This webinar offers a reframing of family engagement that moves beyond compliance-based models toward relationship-centered, trust-building practices. The session will examine how stress, past experiences with systems, and structural barriers affect communication, attendance, and follow-through, and how schools can respond in ways that strengthen connection rather than create distance.

Narmene Hamsho, PhD, is a licensed psychologist and  Assistant Professor at Fairleigh Dickinson University specializing in helping schools develop practices that better support students and families who have historically been underserved by traditional systems. Dr. Hamsho’s work focuses on bridging research and practice. She supports schools in developing systems that are both effective and responsive to the lived experiences of students and families. 

View the recorded webinar at  Passcode: 

The webinar introduces participants to the science of school climate and explores its connection to student engagement. Participants will examine ways to use school climate data alongside student accountability measures at the school and district levels. The session emphasizes practical application in Massachusetts schools. 

Presenter Kim Garrison is an experienced education consultant and practitioner who supports schools and districts in using climate, engagement, and accountability data to guide improvement efforts. She will offer a broad definition of school climate and demonstrate how schools and districts can apply the U.S. Department of Education’s School Climate Survey framework. The presentation will focus on Massachusetts’ VOCAL (Voices of Climate and Learning) School Climate Survey. 

View the recorded webinar at  https://zoom.us/clips/share/ER4gq9WRT7arHIPNCdFs1Q Passcode: &2OAORw@ 

MyCAP is the statess college, career, and life readiness initiative. Much like learning Individual Learning PLans (ILPs), MyCAP can be a poewrful tool to increase student engagement and motivation, encourage more thoughtful academic decision-making, and help students build essential skills in self-awareness, goal setting, and career exploration. These benefits are especially imporant for students with disabilities, who disproporionately experience chronice absenteeism and disengagement from school. When implemented well, MyCAP can bea  powerful lever for reconnecting students to thier learning and strengthening thier sense of purpose and belonging.

This webinar will explore how MyCAP and seonday transition planning for students with disabilities can be complementary. Participants will gain important insight into how to use MyCAP and transition planning as a driver of engagement while expanding access to college and career readiness opportunites for students with disabilities.

Jennifer Lillis, Ed.D. is a research scientist at the Wheelock Education Policy Center at Boston University Wheelock College of Education and Human Development. In this role, she investigates the roles and working conditions of special educators, aiming to improve support systems and instructional quality.

View the recorded webinar at  Passcode: