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Family Engagement and Tiered Approaches for Middle and Secondary Students.

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Title: Family Engagement and Tiered Approaches for Middle and Secondary Students.
Authors: Gerzel-Short, Lydia1 (AUTHOR) lgerzelshort2@niu.edu, Conderman, Greg1 (AUTHOR)
Source: Clearing House. Jul-Oct2019, Vol. 92 Issue 4/5, p135-142. 8p.
Subject Terms: *School employees, *Achievement gap, *Students, *Middle schools
Abstract: Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected in professional literature involves ways to collaborate with families, especially when their student is receiving specialized tiered instruction. Due to the importance of engaging and empowering families, this article describes ways middle and high school personnel can strengthen the family–school collaboration when a student is receiving support in tiered systems. [ABSTRACT FROM AUTHOR]
Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Family Engagement and Tiered Approaches for Middle and Secondary Students.
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  Data: <searchLink fieldCode="AR" term="%22Gerzel-Short%2C+Lydia%22">Gerzel-Short, Lydia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lgerzelshort2@niu.edu</i><br /><searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Clearing+House%22">Clearing House</searchLink>. Jul-Oct2019, Vol. 92 Issue 4/5, p135-142. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22School+employees%22">School employees</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink>
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  Label: Abstract
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  Data: Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected in professional literature involves ways to collaborate with families, especially when their student is receiving specialized tiered instruction. Due to the importance of engaging and empowering families, this article describes ways middle and high school personnel can strengthen the family–school collaboration when a student is receiving support in tiered systems. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/00098655.2019.1625855
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      – Code: eng
        Text: English
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      – SubjectFull: School employees
        Type: general
      – SubjectFull: Achievement gap
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Middle schools
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      – TitleFull: Family Engagement and Tiered Approaches for Middle and Secondary Students.
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            NameFull: Gerzel-Short, Lydia
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            NameFull: Conderman, Greg
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            – D: 01
              M: 07
              Text: Jul-Oct2019
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              Y: 2019
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              Value: 92
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              Value: 4/5
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