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Family engagement in education is critical for student success. Increased family engagement can have a positive effect on key educational measures: student motivation (Cheung & Pomerantz, 2012), student behavior (Sheldon & Epstein, 2002), student optimism toward schooling (Oberg De La Garza & Moreno Kuri, 2014), and student attendance (McConnell & Kubina, 2014; Sheldon, 2007). Ackley and Cullen (2010) found that home/school collaboration has a positive effect on family relationships, reducing stress on parents and children. Students, whose families are engaged, experience higher levels of homework completion, enhanced school satisfaction, higher engagement in school, higher graduation rates, and, ultimately, higher academic outcomes such as test scores and grades.


Despite these well-known benefits of family/school collaboration, true collaboration is actually very rare (Ishimaru, 2013). Language barriers, immigration status, lack of navigational capital, high mobility rates, and stresses related to poverty are some of the reasons that families and schools fail to connect. Additionally, educators may have unrecognized deficit mentalities regarding the resources available in homes, especially homes living in poverty or speaking a language other than English.


TeleNGAGE Schedule

On summer break till Fall 2021. Register to receive the meeting details and zoom link. A one-time registration is required. 





TeleNGAGE will connect families and schools for enhanced understanding and capacity building. Each TeleNGAGE session, centered around case-based learning and mentorship, will help families and educators enter into the perspective of the other. Families will gain skills and efficacy as they are given a “voice” in discussions, and they will gain navigational capital to learn to work with schools more effectively to address the needs of their children. Educators will learn new approaches for applying their knowledge and skills across diverse cultural and economic contexts. As capacity of families and schools increase, they will learn to collaborate in ways that are sustainable and that lead to enhanced educational outcomes.



Topics -

  • Enhanced communication between families and schools
  • Capacity building of families and educators as they learn to work together
  • Increased attendance rates and homework completion of children whose families are participating in TeleNGAGE
  • Enhanced family efficacy as they grow in their ability to communicate and collaborate with schools
  • Enhanced family navigational and social capital (access to resources, support, etc.) through networks established in TeleNGAGE
  • Development of strategies for student engagement, even during COVID19 closures*

*During COVID19 school closures, many families are assuming much more responsibility for their children’s education. Outcomes during COVID19 closures include: enhanced student time on task, enhanced family/school communication, troubleshooting and problem solving regarding virtual education, emotional and social support for families and schools, and shared expectations regarding student performance. The ECHO model provides an important platform to support families and schools during this stressful time.


Team -

Kathy Curry 

TeleNGAGE Facilitator, Brock Professor Associate Professor,

Oklahoma State University


Sara Rich 

Clinical Assistant Professor, Certified School Psychologist

Oklahoma State University


Amanda Richards

Consultant Practice Partner



Robert Beattie

Assistant Principal

Jefferson Elementary School

Pryor Public Schools


Tim Newton


Drexel Academy


Christie Combs

5th Grade Team Leader

Mustang Virtual Academy


Ashlyn Fiegener

Assistant Professor

Oklahoma State University


Sarah Price

Federal Programs Administrator

Muscogee (Creek) Nation


Katie Seefeldt

Parent Representative


Jessica L. Tucker

Clinical Coordinator



Submit a Case

To present a case at an upcoming TeleNGAGE ECHO, email to request an ECHO ID number. You will receive an ID and the case presentation form.

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