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ERIC Number: EJ898813
Record Type: Journal
Publication Date: 2010-Sep
Pages: 5
Abstractor: ERIC
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0164-775X
Engaging with Parents: The Power of Information, Responsiveness to Parental Need, and Ongoing Support for the Enhanced Competence of All Students
Christenson, Sandra L.
Communique, v39 n1 p20-24 Sep 2010
This article presents the author's talk, entitled "Engaging with Parents," which was delivered as the National Association of School Psychologists (NASP) Distinguished Lecture at the NASP 2010 Annual Convention on March 4, 2010 in Chicago, Illinois. At the time of this talk, the author believes education and psychology are involved in three important educational reforms to improve learning outcomes for all students. These include: (1) response to intervention (RTI); (2) use of evidence-based interventions and practices; and (3) engaging with parents. In this talk, the author is speaking about a philosophy and actions for engaging with parents to promote student learning competence. She has drawn on both the school-family partnership literature and lessons she has learned across 19 years of implementing Check & Connect. Check & Connect, a student engagement intervention, consists of four components: a mentor, systematic monitoring of students' performance on alterable variables, timely intervention, and partnering with families. With respect to scientific evidence, Check & Connect has met the evidence-based standards of the Department of Education's What Works Clearinghouse. The author discusses current context for school-family partnerships and stresses the effort to integrate the three reform initiatives. The author also discusses principles and practices for engaging with parents and suggests three defining features of engaging with parents.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A