Members of school learning communities and researchers recognize that partnerships between families and schools are critical to the success of student learning (Epstein et al., 2018; Galindo & Sheldon, 2012). This qualitative descriptive multiple case study aimed to understand how five school superintendents from culturally and linguistically diverse school districts, redefined their practices to engage families during the COVID-19 global pandemic in urban/suburban diverse school districts. Special attention was given to innovative ways schools ensured equity and access for all families in their family engagement efforts. My analysis drew upon the dual capacity framework for school-family partnership, an approach to evaluating the effectiveness of educational initiatives and ensuring that all families can be actively engaged in their children's education, thereby promoting a more diverse, inclusive and equitable educational system. For this study, I interviewed five superintendents from culturally and linguistically diverse school districts, using a combination of structured and open-ended questions and the collection of artifacts. The findings highlighted the importance of engagement opportunities tailored to families' unique circumstances and strengths. The insights gained can be valuable for policymakers, boards of education, superintendents, and aspiring leaders in designing and implementing family engagement initiatives and offer implications for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]