Family engagement is a critical component of children's academic and social development (Fan & Chen, 2001). Through bringing together the primary contexts that affect child development (Christenson & Sheridan, 2001), families and school staff can set and maintain a shared trajectory of progress that has implications for children's education and behavior (Lucyshyn, Albin, & Nixon, 1997; Sheridan et al., 2012; Stormshak, Connell, & Dishion, 2009). Unfortunately, engaging families with empirically validated practices in a systematic manner remains largely elusive. Family engagement is a term used to describe active, interactive, and dynamic ways that families support their children (Sheridan, Knoche, Kupzyk, Edwards, & Marvin, 2011). Support for engaging families is derived from ecological systems theory (Bronfenbrenner, 1977) as well as research examining the positive impact family and home supports has upon children's academic performance and behavior. Ecological systems theory identifies the influence key systems have on children's development. Microsystems (e.g., home, school) as well as the interactions between the systems are critical to promote positive outcomes for children (Garbacz, Sheridan, Koziol, Kwon, & Holmes, 2015). Children who struggle behaviorally and academically frequently experience difficulties across these microsystems, which indicates a need to incorporate an ecological approach to prevent and address children's concerns (Crosnoe, 2015). Research examining family engagement has shown favorable links with children's academics and behavior across elementary (Dearing, Kreider, Simpkins, & Weiss, 2006) and secondary (Fan & Chen, 2001) settings. Specifically, family engagement is associated with increased academic achievement (Fan & Chen, 2001), higher attendance (Simon, 2001), and fewer behavior problems (Domina, 2005). Furthermore, family engagement is positively associated with school engagement and academic motivation (Fan & Williams, 2010). Randomized controlled trials of family engagement interventions identify positive and meaningful outcomes for youth in early childhood (Dishion et al., 2008;