Amy L. ReschlyAmy Reschly is a professor of Educational Psychology and coordinator of the doctoral School Psychology Program at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She was co-editor of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions and is currently the Editor of School Psychology Review.Angie J. PohlAngie Pohl, PhD, is a middle school principal in Minnesota. Through her various roles in education from teacher, school psychologist, and researcher to school leader, she has remained committed to student engagement and ensuring all students are ready academically, socially, and emotionally for the next level of education. Prior to leading in schools, she provided training nationally and internationally on Check & Connect and served as an investigator on several Check & Connect research projects.Sandra L. Christenson Dr. Christenson is Professor Emeritus, Department of Educational Psychology at the University of Minnesota. She has been a principal investigator on several federally-funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Foundations.- Chapter 1. The Relevance of Student Engagement: The Impact and Lessons Learned Implementing Check & Connect.- Chapter 2. Dropout Prevention and Student Engagement.- Chapter 3. Assessment of Student Engagement.- Chapter 4. Treatment Fidelity in School-based Intervention.- Section II: Academic Engagement.- Chapter 5. Interventions to Enhance Academic Engagement.- Chapter 6. Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance.- Chapter 7. The Homework, Organization, and Planning Skills (HOPS) Intervention.- Section III: Behavioral Engagement.- Chapter 8. Interventions to Enhance Behavioral Engagement.- Chapter 9. Optimizing Implementation of the Good Behavior Game in the Classroom: Recommendations and Lessons Learned.- Chapter 10. School-wide Positive Behavioral Interventions and Supports.- Chapter 11. Engaging Students in Appropriate Social Behavior Using Check-in, Check-out (CICO).- Section IV: Affective Engagement.- Chapter 12. Interventions to Enhance Affective Engagement.- Chapter 13. Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships.- Section V: Cognitive Engagement.- Chapter 14. Strategies and Interventions for Promoting Cognitive Engagement.- Chapter 15. Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts.- Chapter 16. Promoting Growth Mindset to Foster Cognitive Engagement.

Amy L. ReschlyAmy Reschly is a professor of Educational Psychology and coordinator of the doctoral School Psychology Program at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She was co-editor of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions and is currently the Editor of School Psychology Review.Angie J. PohlAngie Pohl, PhD, is a middle school principal in Minnesota. Through her various roles in education from teacher, school psychologist, and researcher to school leader, she has remained committed to student engagement and ensuring all students are ready academically, socially, and emotionally for the next level of education. Prior to leading in schools, she provided training nationally and internationally on Check & Connect and served as an investigator on several Check & Connect research projects.Sandra L. Christenson Dr. Christenson is Professor Emeritus, Department of Educational Psychology at the University of Minnesota. She has been a principal investigator on several federally-funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Foundations.- Chapter 1. The Relevance of Student Engagement: The Impact and Lessons Learned Implementing Check & Connect.- Chapter 2. Dropout Prevention and Student Engagement.- Chapter 3. Assessment of Student Engagement.- Chapter 4. Treatment Fidelity in School-based Intervention.- Section II: Academic Engagement.- Chapter 5. Interventions to Enhance Academic Engagement.- Chapter 6. Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance.- Chapter 7. The Homework, Organization, and Planning Skills (HOPS) Intervention.- Section III: Behavioral Engagement.- Chapter 8. Interventions to Enhance Behavioral Engagement.- Chapter 9. Optimizing Implementation of the Good Behavior Game in the Classroom: Recommendations and Lessons Learned.- Chapter 10. School-wide Positive Behavioral Interventions and Supports.- Chapter 11. Engaging Students in Appropriate Social Behavior Using Check-in, Check-out (CICO).- Section IV: Affective Engagement.- Chapter 12. Interventions to Enhance Affective Engagement.- Chapter 13. Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships.- Section V: Cognitive Engagement.- Chapter 14. Strategies and Interventions for Promoting Cognitive Engagement.- Chapter 15. Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts.- Chapter 16. Promoting Growth Mindset to Foster Cognitive Engagement.

Amy L. ReschlyAmy Reschly is a professor of Educational Psychology and coordinator of the doctoral School Psychology Program at the University of Georgia. Her scholarly work focuses on student engagement, dropout prevention, and working with families to promote student success. She was co-editor of the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions and is currently the Editor of School Psychology Review.Angie J. PohlAngie Pohl, PhD, is a middle school principal in Minnesota. Through her various roles in education from teacher, school psychologist, and researcher to school leader, she has remained committed to student engagement and ensuring all students are ready academically, socially, and emotionally for the next level of education. Prior to leading in schools, she provided training nationally and internationally on Check & Connect and served as an investigator on several Check & Connect research projects.Sandra L. Christenson Dr. Christenson is Professor Emeritus, Department of Educational Psychology at the University of Minnesota. She has been a principal investigator on several federally-funded projects in the areas of dropout prevention and family-school partnerships, including Check & Connect, which is in its 29th year of research and implementation. Dr. Christenson publishes extensively; recently she co-edited the Handbook of Research on Student Engagement and the Handbook of Student Engagement Interventions.

• Section I: Foundations.- Chapter 1. The Relevance of Student Engagement: The Impact and Lessons Learned Implementing Check & Connect.- Chapter 2. Dropout Prevention and Student Engagement.- Chapter 3. Assessment of Student Engagement.- Chapter 4. Treatment Fidelity in School-based Intervention.- Section II: Academic Engagement.- Chapter 5. Interventions to Enhance Academic Engagement.- Chapter 6. Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance.- Chapter 7. The Homework, Organization, and Planning Skills (HOPS) Intervention.- Section III: Behavioral Engagement.- Chapter 8. Interventions to Enhance Behavioral Engagement.- Chapter 9. Optimizing Implementation of the Good Behavior Game in the Classroom: Recommendations and Lessons Learned.- Chapter 10. School-wide Positive Behavioral Interventions and Supports.- Chapter 11. Engaging Students in Appropriate Social Behavior Using Check-in, Check-out (CICO).- Section IV: Affective Engagement.- Chapter 12. Interventions to Enhance Affective Engagement.- Chapter 13. Banking Time: A Dyadic Intervention to Improve Teacher-Student Relationships.- Section V: Cognitive Engagement.- Chapter 14. Strategies and Interventions for Promoting Cognitive Engagement.- Chapter 15. Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts.- Chapter 16. Promoting Growth Mindset to Foster Cognitive Engagement.