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Member Contributions


SACPIE members review resources, programs and initiatives and then evaluate them based on their relevance to the legislated responsibilities and alignment with the national standards.

  • Carter, S. (2003).
    Educating our children together: A sourcebook for effective family-school-community partnering. Eugene, OR: The National Center on Dispute Resolution in Special Education (CADRE). Retrieved from

    This resource draws from research and organizes practical family partnering strategies into eight “clusters” which can be prioritized and adapted by school-family-community teams.
  • Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., Jansorn, N.R., Van Voorhis, F.L., Martin, C.S., Thomas, B.G., Greenfeld, M.D., Hutchins, D.J., & Williams, K.J. (2009). 
    School, family, and community partnerships: Your handbook for action. Third Edition. Thousand Oaks, CA: Corwin Press.

    A roadmap for systemic partnering is provided with sample forms, actions, evaluations, and information in Spanish.


  • Evans, M.D.R., Kelley, J., Sikora, J., & Treimen, D.J. (2010).
    Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28, 171-197. Retrieved from

    This analysis documents the importance of providing books in homes for children, estimating that many books can be the equivalent of three years of schooling.
  • Family Friendly Schools.
    Retrieved from

    This organization uses the work of Dr. Steve Constantino and offers trainings and resources in the five-step model of evaluation, implementation, conceptualizing and development, self-assessment, and awareness. 
  •  Grade Retention Research and Resources

These research summaries and resources on grade retention and alternative interventions are provided by the National Association of School Psychologists (NASP). They are written for families and educators so as to support research-based educational practices and decision-making.

Jimerson, S.R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420-437.

Jimerson, S.R., Woehr, S.M.,  & Kaufman, A.M. (2004). Grade retention and promotion: Information for parents. Bethesda, MD: National Association of School Psychologists.

Jimerson, S.R., Woehr, A.M., Kaufman, A.M., & Anderson, G.E. (2004). Grade retention and promotion: Information and strategies for educators. Bethesda, MD: National Association of School Psychologists.

Jimerson, S.R., Pletcher, S.M.W., & Kerr, M. (2005). Alternatives to grade retention. Counseling 101, February, 11-15. 

National Association of School Psychologists (2011). Grade retention and social promotion (Position Statement). Bethesda, MD: Author.

National Association of School Psychologists (2011). Grade retention and social promotion (White Paper). Bethesda. MD: Author. 

  • Harvard Family Research Project. (2005)
    Making the case for parent involvement and engagement. Part one: Parental, family, schools, and community partnerships make a difference.

    This PowerPoint presentation offers a summary of how parent involvement can specifically affect student achievement at various levels and in different situations.
  • Keppler, K., R. H. Mullendore, & A. Carey (Eds.). (2005)
    Partnering with the parents of today’s college students. Washington, DC: National Association of Student Personnel Administrators.

    This book offers insights and guidance into how families and higher education can together support students’ successful college careers.
  • Math and Parent Partnerships (MAPPS)
    Retrieved from

    In striving to improve mathematical learning, MAPPS offers workshops for families in how to support their children by using a variety of materials and methods.


  • National Center for Family and Community Connections with Schools. (2004).
    Types of family & community connections with schools. Austin, TX: Southwest Educational Development Laboratories (SEDL).
    Retrieved from

    This brief handout summarizes the key family-school partnering findings identified in the comprehensive research analysis, A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.


  • National Network of Partnership Schools (NNPS): Working Together for Student Success.
    Retrieved from

    This network for interested schools has been developed by Joyce Epstein and is based on her six types of involvement (parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community), which are implemented by a site Action Team.
  • National PTA. (2009).
    The power of partnerships family survey. Alexandria, VA: Author.
    Retrieved from

    This survey was developed to assess the family perception of how a school is doing in implementing the six National Standards for Family-School Partnerships
  • New Mexico Public Department of Education. (2006).
    Working together: School, family & community partnerships - A toolkit for New Mexico communities. Santa Fe, NM: Author.
    Retrieved from

    This toolkit, based on Joyce Epstein’s six areas of family involvement in education, offers many stakeholder tools and resources, in English and Spanish, and which are easily downloaded in multiple formats.


  • Parent Engagement Network The Parent Engagement Network (PEN) is a 501c3 nonprofit that has provided an effective structure for turning parents’ ideas into action for 12 years in Boulder, Colorado.  PEN's mission is to engage, educate, and empower parents through school and community activities that promote social-emotional and mental well being of youth and families. 


  • Parents for Public Schools.
    Retrieved from

    This is a national organization of community-based chapters working to strengthen public schools through family advocacy education and leadership training.
  • Parent Institute for Quality Education (PIQE)

    This organization provides training and resources to support culturally and linguistically diverse families in actively assisting in their students’ education – with offerings for both families and educators.
  • Parent Leadership Training Institute (PLTI).
    Retrieved from

    This training program, in Connecticut and other sites, seeks to enable parents to become leading advocates and change agents for their children, including fostering greater representation of parents in policy and other decision-making.
  • Weiss, H., Bouffard, S.M., Bridglall, B.L., & Gordon, E.W. (2009).
    Reframing family involvement in education: Supporting families to support educational equity. New York: Columbia Teachers’ College.
    Retrieved from

    This document provides a summary of the importance of moving from “ random acts of family involvement” to “building a coherent, comprehensive, continuous, and equitable approach” for improving student achievement based on history, research, and sharing responsibility.


Disclaimer: The views and opinions expressed on this webpage are those of the State Advisory Council for Parent Involvement in Education and do not necessarily reflect the official policy or position of the Colorado Department of Education or the Colorado State Board of Education.