Despite all efforts to raise attainment, the gap between the affluent and the poor does not diminish. To help schools tackle their problem, this practical book offers guidance and strategies on how to assist less advantaged families in becoming active partner in their child's education. To develop this partnership the book has three parts: the shaping of attitudes and behaviour that influence performance at school; practical strategies to promote a learning culture in less advantaged families; and supporting a school's development plan. Within these three parts there are 12 practical activities with a PowerPoint for staff development, case study material and a Home Activity 'Three-a-Day' parent booklet. These example starter packs for younger and older children offer, in an encouraging and friendly style, 25 activities/ideas based around: talking, reading and writing; number, shape and measuring; making and doing things; playing and painting; and running, climbing and enjoying. This is a resource that will help schools to encourage and support parents in being aware of the powerful role they play in their child's attainment and what they can do about it. The pack includes a CD-ROM with the PowerPoint presentation and the 'Three-a-Day' booklet, as well as the practical tasks.

Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.

Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children.

Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education.

Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.