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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
Language: English
Authors: Gerzel-Short, Lydia (ORCID 0000-0003-3292-549X), Conderman, Greg
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2019 92(4-5):135-142.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Family Involvement, Middle School Students, Response to Intervention, Positive Behavior Supports, Family School Relationship, High School Students, School Personnel, Family Environment, Caregivers, Middle School Teachers, High School Teachers, Educational Strategies
DOI: 10.1080/00098655.2019.1625855
ISSN: 0009-8655
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1230180
Database: ERIC
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  Value: <anid>AN0138850182;clh01jul.19;2019Sep30.02:44;v2.2.500</anid> <title id="AN0138850182-1">Family Engagement and Tiered Approaches for Middle and Secondary Students </title> <p>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.</p> <p>Keywords: Family engagement; tiered interventions; RtI; PBIS; multitiered systems of supports; family–school collaboration</p> <p>Response to Intervention (RtI) was included in the Individuals with Disabilities Education Act (IDEA [<reflink idref="bib22" id="ref1">22</reflink>]) as an alternative to the discrepancy model for identifying students with learning disabilities (LD) for special education services. Professionals using the discrepancy model compared a child's scores on an intelligence test with those on individualized achievement tests (Brown-Chidsey and Bickford [<reflink idref="bib8" id="ref2">8</reflink>]; Turse and Albrecht [<reflink idref="bib36" id="ref3">36</reflink>]). If the score difference was large enough, multidisciplinary team members might consider the student as having a LD and in need of special education services. However this approach, sometimes called "wait to fail," often resulted in children experiencing multiple years of failure until the difference between intelligence and achievement scores was large enough (Bender and Shores [<reflink idref="bib3" id="ref4">3</reflink>]). Moreover, the discrepancy approach did not provide educators with information to guide them in developing successful interventions for students (Bradley, Danielson, and Doolittle [<reflink idref="bib7" id="ref5">7</reflink>]).</p> <p>In contrast, the RtI process uses specific data, collected over a predetermined period, to determine how a student responds to increasingly intensive interventions (Bender and Shores [<reflink idref="bib3" id="ref6">3</reflink>]; Brown-Chidsey and Bickford [<reflink idref="bib8" id="ref7">8</reflink>]). The premise of RtI is that multidisciplinary team members can identify students as LD when their response to validated interventions is dramatically different from their peers. Educators can infer that students who respond differently have a disability that requires specialized treatment (Fuchs and Fuchs [<reflink idref="bib17" id="ref8">17</reflink>]).</p> <p>In addition to providing validated instructional and behavioral approaches, collaborating with families is a recommended component of a tiered instructional system (Byrd, [<reflink idref="bib9" id="ref9">9</reflink>]). However, researchers have devoted minimal attention to the role of families and ways to involve them in tiered instruction and supports (Berkeley et al. [<reflink idref="bib4" id="ref10">4</reflink>]; Garbacz et al. [<reflink idref="bib18" id="ref11">18</reflink>]). Therefore, this article provides a brief overview of tiered instructional and social/emotional support systems and describes specific techniques middle and high school personnel can implement to collaborate with families of students receiving tiered interventions and supports. For this article, the term family is used to represent the home caregivers of students.</p> <hd id="AN0138850182-2">Tiered systems: An overview</hd> <p>As shown in Figure 1, educators typically use three tiers in RtI (Bender and Shores [<reflink idref="bib3" id="ref12">3</reflink>]). In a three-tiered approach, general educators deliver Tier 1 instruction through large-group, high-quality instruction using a research-based curriculum. Typically, all students in Tier 1 participate in universal screening that provides data to identify if general education instruction is meeting the needs of at least 80% of the student body and justify students who require Tier 2 support. In middle schools, universal screening may consist of using AIMSweb, measures of academic progress (MAP), and state and district normed curriculum-based assessments (Prewett et al. [<reflink idref="bib27" id="ref13">27</reflink>]). Tier two typically consists of small group targeted instruction. This tier typically is needed for about 15–20% of the student population who do not achieve grade-level standards when provided with effective Tier 1 instruction. Tier 2 instruction should be targeted to a specific academic skill, provided for a short duration, such as 8–12 weeks, and include regular progress monitoring to determine the effect of the intervention (Johnson and Smith [<reflink idref="bib25" id="ref14">25</reflink>]; Stevenson and Reed [<reflink idref="bib33" id="ref15">33</reflink>]).</p> <p>PHOTO (COLOR): Figure 1. MTSS range of supports model.</p> <p>Lastly, Tier three is characterized by intensive instruction for students with more intensive needs, including those with LD (Bouch and Cosby [<reflink idref="bib6" id="ref16">6</reflink>]). In some states, this level of support is synonymous with special education services. Because student referrals to higher levels of the tier are based on data, by the time students receive Tier 3 support, multidisciplinary team members are likely to have information that is relevant for individual student instructional planning such as the development of an individualized educational plan (Cummings et al. [<reflink idref="bib12" id="ref17">12</reflink>]; Stevenson and Reed [<reflink idref="bib33" id="ref18">33</reflink>]).</p> <p>Personnel in some schools are combing RtI with positive behavioral interventions and supports (PBIS) into one system called multitiered systems of support (MTSS); see Brown-Chidsey and Bickford [<reflink idref="bib8" id="ref19">8</reflink>]). As a means to support diverse learners, researchers conceived the MTSS framework to support the multiple academic and social/emotional needs of students within a given school or classroom (Brown-Chidsey and Bickford [<reflink idref="bib8" id="ref20">8</reflink>]). It includes the integrated tiered academic and social/emotional supports as well as wraparound and family supports (McIntosh and Goodman [<reflink idref="bib26" id="ref21">26</reflink>]). This is because MTSS is designed to provide high-quality systematic academic and behavioral supports for students through collaborative partnerships with families, students, school staff, and community stakeholders.</p> <p>This blended system enables educators to coordinate their work and focus their efforts to help all students succeed. Like RtI, MTSS includes universal screening, evidence-based instruction (e.g. an instructional program found to be effective in teaching diverse student populations in at least two research studies—see Brown-Chidsey and Bickford [<reflink idref="bib8" id="ref22">8</reflink>]), tiered interventions, data-based decision-making (e.g. data that is collected, examined, and interpreted to make educational decisions—see Espin et al. [<reflink idref="bib15" id="ref23">15</reflink>]), and collaboration (Friend and Bursuck [<reflink idref="bib16" id="ref24">16</reflink>]). Regardless of the grade bands, the process is relatively the same. An example of the tiered process is highlighted in the vignette below.</p> <p>Teachers at Green Meadow Middle School have been using the MTSS framework for the past five years. This school has 400 students, 100 who are eighth graders. Currently, the eighth-grade teaching teams are reviewing recently collected universal screening data (Tier 1) to determine the percentage of students whose instructional needs are being met with the core curriculum. The teams determine that 85% of students are successful with the general education curriculum, but 15 students need additional academic/behavioral supports. Specifically, 12 students would benefit from strategic instruction (Tier 2) in addition to the core instruction, and three require even more intensive academic supports (Tier 3) in addition to the general education instruction. The list of students is distributed to the Tier 2 and Tier 3 data teams, and these teams meet to discuss the types of interventions and progress monitoring assessments the identified students require.</p> <hd id="AN0138850182-3">Importance of family engagement</hd> <p>Federal policy, noted in laws such as the IDEA and the Every Student Succeeds Act (ESSA) mandates family engagement (Friend and Bursuck [<reflink idref="bib16" id="ref25">16</reflink>]). Family engagement is based on the premise that family members are experts on their children, and, as much as possible, they must be endorsed and encouraged to participate actively in decision-making that effects their children (Turnbull et al. [<reflink idref="bib35" id="ref26">35</reflink>]). Students are influenced by their overlapping home and school environments, and both of these environments are connected to their success (Garbacz et al. [<reflink idref="bib18" id="ref27">18</reflink>]). Families may have knowledge or insights about their child that would be helpful for teachers as the student navigates through various tiers.</p> <p>Collaborating with the family is associated with numerous student benefits (Jensen and Minke [<reflink idref="bib23" id="ref28">23</reflink>]). For example, researchers have associated family engagement with increased student academic performance and motivation (Jeynes [<reflink idref="bib24" id="ref29">24</reflink>]; Shumow and Schmidt [<reflink idref="bib31" id="ref30">31</reflink>]); reductions in office referrals (Sheldon and Epstein [<reflink idref="bib30" id="ref31">30</reflink>]); and decreased dropout rates and greater postsecondary school outcomes (Avvisati et al. [<reflink idref="bib1" id="ref32">1</reflink>]; Bhargava and Witherspoon [<reflink idref="bib5" id="ref33">5</reflink>]). Other benefits of engaging families include improved rates of student homework completion, more consistent school attendance (Epstein and Sheldon [<reflink idref="bib14" id="ref34">14</reflink>]), and increased self-esteem and improved in-school behavior (Bhargava and Witherspoon [<reflink idref="bib5" id="ref35">5</reflink>]; Hirano et al. [<reflink idref="bib21" id="ref36">21</reflink>]; Van Voorhis [<reflink idref="bib38" id="ref37">38</reflink>]). These benefits are critical for middle and secondary students and can enhance tiered outcomes. Further, family–school collaboration is vital during the middle and high school years when dropout rates begin to increase and student school performance begins to decrease (Wang and Eccles [<reflink idref="bib40" id="ref38">40</reflink>]). Therefore, the next section describes specific ways school personnel can engage families when their child is receiving tiered instructional or behavioral support.</p> <hd id="AN0138850182-4">Specific ways to support family involvement</hd> <p></p> <hd id="AN0138850182-5">Learning at home</hd> <p>One way to engage with families is associated with Epstein's "learning at home" type of parent involvement. This type of involvement refers to helping students at home with homework and other curriculum-related activities (Epstein et al. [<reflink idref="bib13" id="ref39">13</reflink>]). First, school officials need to ensure that families have the necessary tools to support their child. School personnel should not assume that all families have internet access, smartphones, or other forms of technology. Therefore, school officials may consider: (a) loaning equipment to students (with family supervision and accountability), (b) offering before and after school opportunities for students to work on projects that require technology use, and/or (c) providing families with a list of local sites that offer free internet services such as the local library. School personnel may also consider working with local businesses to offer free or inexpensive school supplies for families representing low incomes. Caregivers and their children may also benefit from having an extra set of texts at home for convenient access for the student in case he or she forgets materials. School personnel can also place district texts at the local library or other settings for family and student use.</p> <p>In addition, for students to benefit the most from any tier, school personnel can share the importance of the following "learning at home" ideas with families:</p> <p></p> <ulist> <item> Ensuring the child has a quiet place to study and complete homework</item> <p></p> <item> Establishing a regular homework study time every evening</item> <p></p> <item> Limiting screen time, especially during school evenings</item> <p></p> <item> Using a homework planner (paper or electronic) with family and teacher monitoring and initials with the long-term goal of student monitoring without the need for adult supervision</item> <p></p> <item> Being able to contact a friend in class, if needed, to clarify the assignment</item> <p></p> <item> Encouraging the child to monitor his or her study time using a timer with breaks after intensive study periods</item> <p></p> <item> Dividing large projects into smaller manageable parts with incremental due dates</item> <p></p> <item> Encouraging the child to use effective study skills such as self-monitoring (Do I understand the main ideas and details of this passage?); double-checking (Did I complete math problems twice as a checking mechanism?); memory supports (Did I create a mnemonic or other way to remember information for a quiz?); (Conderman, Hedin, and Bresnahan [<reflink idref="bib11" id="ref40">11</reflink>]).</item> </ulist> <p>To support learning at home, teachers can support all students (and their families) by keeping their classroom websites up-to-date with homework assignments posted with examples, directions and rubrics for projects, and study guides for upcoming quizzes or reading assignments. Teachers should also update their electronic grade books so that family members can monitor their student's progress at a glance. The primary purpose of all these supports is to be as proactive as possible by providing the necessary tools for families and an appropriate study protocol for the student to be successful.</p> <hd id="AN0138850182-6">Enhanced communication</hd> <p>A second way to engage with families is to openly, purposefully, and regularly, communicate, especially when their child is receiving Tier 2 or 3 interventions. Frequent two-way communication serves as a proactive measure that shares data, clarifies expectations, sets goals, and minimizes conflict (Gerzel-Short [<reflink idref="bib19" id="ref41">19</reflink>]). This type of meaningful engagement is important because (<reflink idref="bib1" id="ref42">1</reflink>) families may know variables that affect their child's performance, (<reflink idref="bib2" id="ref43">2</reflink>) teachers (or caregivers) may observe a change in the child's behavior and need to discuss these changes, and (<reflink idref="bib3" id="ref44">3</reflink>) family members and teachers need to agree upon reasonable goals for the child (Reinke et al. [<reflink idref="bib28" id="ref45">28</reflink>]). Caregivers may also wonder about the purpose of tiered instruction and confuse this system with previous ways of identifying students for special education services (Gerzel-Short and Conderman [<reflink idref="bib20" id="ref46">20</reflink>]). Further, at the middle and secondary level, Tiers 2 and 3 may require a change in the student's schedule so the child can receive additional small group or individualized instruction. Discussing these changes with family members improves family–school connectedness. Researchers have noted that Tier 3 is the most challenging tier to implement in middle and high schools because of scheduling, resource, and staffing constraints (Bartholomew and De Jong [<reflink idref="bib2" id="ref47">2</reflink>]). School leaders often must reconfigure school schedules, reallocate resources, and adjust teaching schedules to best accommodate students in this tier (Prewett et al. [<reflink idref="bib27" id="ref48">27</reflink>]).</p> <p>It is essential to communicate with families in their desired mode (i.e. face-to-face, email, text, phone call, Skype), and ensure all information is in the language spoken in the home and easily understood. Middle and high school teachers have discovered various parent–school communication methods that enhance student academic performance and behavior such as:</p> <p></p> <ulist> <item> Daily behavior report card. Each of the child's teachers provides a summary or rating of the student's behavior (Chafouleas et al. [<reflink idref="bib10" id="ref49">10</reflink>]).</item> <p></p> <item> Check-in, check-out system. Teachers or a school counselor check-in with the student at the beginning of the day and at the end of the day to ensure the student has materials, homework, and is organized for the day or the evening (Todd et al. [<reflink idref="bib34" id="ref50">34</reflink>]; Turtura, Anderson, and Boyd [<reflink idref="bib37" id="ref51">37</reflink>]). This is most often a conversation, followed with time to organize materials and develop a plan for a successful day or evening. These systems can be combined as noted in the following vignette:</item> </ulist> <p>The eighth grade Tier 2 team identified Carlos Rodrigues as one of the students requiring a Tier 2 intervention. The team decided to use a daily behavior report card (e.g. electronic or paper version) and Check In/Check Out with Carlos. The team also identified his math teacher, Mr Jones, as his mentor teacher who will meet with Carlos at the start and end of the day and discuss his behavior goals with him. Carlos' daily report card is shown in Figure 2. Throughout the day, at the end of each class, he obtains his teacher's rating of his behavior in three targeted areas. His teachers indicate the frequency of each behavior using the scale of 1–5. Carlos also completes a self-assessment of his behavior in his identified classes. Carlos and Mr Jones discuss the report card, and Mr Jones coaches Carlos to identify ways to improve his scores. Mr Jones also reminds Carlos that improvement in his behavior will include an earned reward that he can select from a menu of options. Carlos selected two options, a coupon for a second chance to redo an assignment and a pass to erase one tardy.</p> <p>PHOTO (COLOR): Figure 2. Daily Behavior Report Card used as a strategic social/emotional intervention adapted from Vannest, Soares, and Adiguzel ([<reflink idref="bib39" id="ref52">39</reflink>]).</p> <p></p> <ulist> <item> School-family log/journal. Families and school personnel establish and exchange a written (or electronic) log for sharing ideas, perceptions of how the day went for the child, and ideas for the following day (Turnbull et al. [<reflink idref="bib35" id="ref53">35</reflink>]).</item> <p></p> <item> Weekly written or phone update. Families and school personnel establish an agreed-upon day and time for a phone call to share updates, progress, and next steps (Turnbull et al. [<reflink idref="bib35" id="ref54">35</reflink>]).</item> <p></p> <item> Behavior contract. Families, teachers, and the student agree upon very specific expectations, a timeline, and a positive consequence if the student meets behavioral expectations (Friend and Bursuck [<reflink idref="bib16" id="ref55">16</reflink>]).</item> </ulist> <hd id="AN0138850182-7">Data collection</hd> <p>Because teachers implementing MTSS rely so heavily upon data for decision-making (Espin et al. [<reflink idref="bib15" id="ref56">15</reflink>]), family members need to understand the basics of such data and ways to monitor their child's academic or behavioral growth at home. Families can be partners in data collection when they have a clear understanding of the types of data teachers collect and how teachers use the data to make educational decisions. When school personnel are forthcoming with this information, caregivers are more prepared to collaborate actively with school personnel.</p> <p>This exchange also helps caregivers understand academic and social benchmarks identified by school personnel and areas to monitor and support at home. For example, school personnel can encourage families to create a home-based behavioral expectations matrix. This chart serves as an instructional grid that juxtaposes three to five expected behaviors (e.g. be respectful, be responsible, and be safe) with contextual environments such as those within a home including mealtimes, bedtime routines, and other areas within the home (Simonsen, Sugai, and Negron [<reflink idref="bib32" id="ref57">32</reflink>]). School personnel can provide families with operationalized school-based expectations as a model for families to create home-based behavioral expectations for specific contexts such as homework, technology usage, and other family routines and expectations (Garbacz et al. [<reflink idref="bib18" id="ref58">18</reflink>]). A home–school behavior matrix is reflective of a similar grid that teachers use in the classroom. For example, being responsible means to arrive to class promptly; being respectful includes using an inside voice, and being safe refers to walking in hallways. Families create a personalized behavior grid that reflects behaviors expected in their home to build a home-school connection. Teachers can facilitate a conversation with families by sharing school behavior matrices and a blank copy (see https://<ulink href="http://www.pbis.org/">www.pbis.org/</ulink>) of the tool for families to use at home as illustrated below:</p> <p>Mr Jones met with the Rodrigues family during the quarterly student-led school update conference. During this meeting, they discussed Carlos' daily behavior report card, and the Check In/Check Out process. Data indicated that Carlos was not always prepared for class and that he consistently violated the technology use policies in his classes. Carlos divulged that he often did not have his homework completed or he just forgot his homework either at home or in his locker. Mr and Mrs Rodrigues shared that "screen time" (e.g. computer and TV) often caused issues at home. Mr Jones shared that another support that families can use at home is the home behavior matrix. Mr Jones and the Rodrigues family reviewed the Green Meadow Middle School matrices, and together they brainstormed two areas of the expected home routines (e.g. homework and screen time/technology) Mr Jones encouraged the family to consider what these routines would look like at home.</p> <p>Families can also assist in collecting data on the student's performance on targeted academic skills such as reading comprehension by using a comprehension rubric based on general questions asked after a student has read a passage. Family members may also collect data on the student's use of a learning strategy such as the COPS (capitalization, overall appearance, punctuation, spelling) editing strategy on all written homework (Schumaker, Nolan, and Deshler [<reflink idref="bib29" id="ref59">29</reflink>]).</p> <p>The keys to engaging families in sharing the responsibility of data collection include (<reflink idref="bib1" id="ref60">1</reflink>) identifying the needs of family members by asking them how they want to assist their child's learning and (<reflink idref="bib2" id="ref61">2</reflink>) identifying what skills or supports families need to accomplish these goals. In short, MTSS is structurally designed for sharing data across the various tiers including information about core instruction and specific interventions that students receive (Reinke et al. [<reflink idref="bib28" id="ref62">28</reflink>]). By sharing data and collaboratively setting goals, teachers and families are engaging in reciprocal communication.</p> <hd id="AN0138850182-8">General methods</hd> <p>School personnel should also be mindful of general methods that engage family members in MTSS-tiered systems. These methods include a wide variety of ways to collaborate with families. They should be used regardless of the student's tier level.</p> <p></p> <ulist> <item> Respect the culture and traditions of each family</item> <p></p> <item> Consider including family representatives on the MTSS Leadership Team</item> <p></p> <item> Enlist family input in developing their child's intervention plans and goals</item> <p></p> <item> Solicit family input in developing school-wide expectations and procedures</item> <p></p> <item> When communicating with caregivers, reduce academic and professional jargon (i.e. avoid acronyms)</item> <p></p> <item> Eliminate power differentials and encourage partnership in communications (e.g. consider body language, voice tone, and seating arrangement during meetings)</item> <p></p> <item> Ask open-ended questions to gather information from family members (i.e. What are your thoughts on? How do you feel about?)</item> <p></p> <item> Provide written information about tiered systems in family friendly language through flyers and on the school's website</item> <p></p> <item> Embrace families as resourceful partners in students' development</item> <p></p> <item> Provide pertinent information to enhance students' success (e.g. tips on middle school, high school, or postsecondary transitions)</item> <p></p> <item> Provide information about free or inexpensive school or community supports (i.e. school or community-based counseling, social work, or other supports)</item> <p></p> <item> Provide a sense of optimism and hope by emphasizing student strengths as well as needs</item> </ulist> <p>Mr Jones met with the Rodrigues family during the third quarter student-led conference. Carlos has made improvements, and Mr Jones was happy to report that the data indicated that Carlos no longer requires the Tier 2 support of the daily report card and Check-in/Check-out. Carlos has been successful at school, his grades have improved, and he has consistently followed the class technology policies. Mr and Mrs Rodrigues also reported that they see the same behavior at home. Carlos and the Rodrigues family benefited from the home–school collaboration.</p> <hd id="AN0138850182-9">Concluding thoughts</hd> <p>Tiered systems are now making their way into middle and high schools. Consequently, secondary teachers are being expected to implement research-based academic and behavioral interventions for students in need. An often overlooked but critical component of tiered systems involves collaborating with families. When school officials and family members work together, students benefit. Such collaboration strengthens the intensity of tiered interventions and honors the knowledge and contributions of everyone who has a stake in seeing the student succeed.</p> <ref id="AN0138850182-10"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref32" type="bt">1</bibl> <bibtext> Color versions of one or more of the figures in the article can be found online at <ulink href="http://www.tandfonline.com/vtch">www.tandfonline.com/vtch</ulink>.</bibtext> </blist> </ref> <ref id="AN0138850182-11"> <title> References </title> <blist> <bibtext> Avvisati, F., M. Gurgand, N. Guyon, and E. Maurin. 2014. Getting parents involved: A field experiment in deprived schools. Review of Economic Studies 81 (1): 57 – 83. doi: 10.1093/restud/rdt027.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref43" type="bt">2</bibl> <bibtext> Bartholomew, M., and D. De Jong. 2017. 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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> (ORCID <externalLink term="http://orcid.org/0000-0003-3292-549X">0000-0003-3292-549X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Conderman%2C+Greg%22">Conderman, Greg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2019 92(4-5):135-142.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
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  Data: 8
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  Label: Publication Date
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  Data: 2019
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  Data: Journal Articles<br />Reports - Descriptive
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Caregivers%22">Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink>
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  Data: 10.1080/00098655.2019.1625855
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  Data: 0009-8655
– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
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      – SubjectFull: Middle School Students
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      – TitleFull: Family Engagement and Tiered Approaches for Middle and Secondary Students
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