Student Support System Resources
Seven Research-based Ways Families Promote Early Literacy
Summary
Global Family Research Project introduces a series of occasional research-to-practice reviews laying out high-leverage areas for family engagement. High-leverage areas are those processes and practices that have the greatest effect on student learning and development. They could be processes such as the transition to school, and practices such as engaging families in early math and early literacy. Family engagement is key in building strong pathways that lead to children’s healthy development, school readiness, graduation, and subsequent success. This research-to-practice brief focuses on early literacy.
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District and building leaders might choose to read the research-to-practice brief and view the 1:22 video in order to build/strengthen school and family partnerships for the purpose of promoting early literacy. Leaders might then complete the reflection tool in order to formalize a plan for promoting those practices that research shows families can use to foster early literacy.
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Caspe, M., & Lopez, M. E. (2017). Seven Research-Based Ways That Families Promote Early Literacy. Research-to-Practice Brief. Global Family Research Project.
ReadyRosie. (2018, November 16). Seven research-based ways families promote early learning [Video]. YouTube. https://www.youtube.com/watch?v=J0zFbcsd4Vg&t=5s
School Safety Protocols - “I Love U Guys” Foundation
Summary
The “I Love U Guys” Foundation serves the lives of students, administrators, public safety experts, families, and first responders through the development and training of school and community safety and family reunification programs. Their programs have been implemented by over 30,000 schools, agencies and organizations across the United States, Canada and 11 other countries.
This collaborative work is data-driven, researched, and based on experience and leading practices. All their programs are available online at no cost. Not even an email address!
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The website contains a wealth of information and resources for schools, districts, departments and agencies.
Schools may want to focus on the Standard Response Protocol which is a 5-Step response to a crisis situation.
The Standard Reunification Method provides school and district safety teams with proven methods for planning, practicing and achieving a successful reunification. This method is a plan to reunite students and parents.
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Practices 1 - 5, 7, 8, 10-12
“I Love U Guys” Foundation. (n.d.). https://iloveuguys.org
Guiding Principles for Creating Safe, Inclusive, Supportive, and Fair School Climates
Summary
All students deserve learning environments that are safe, inclusive, supportive, and fair. Schools can both keep their school community—including students and school staff—safe while ensuring every student is included, supported, and treated fairly. Consistently applied, evidence-based approaches to discipline are important tools for creating learning environments that are foundational to the success of all students.
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This resource identifies five guiding principles and suggests actions schools and school districts can take to create inclusive, safe, supportive, and fair learning environments.
District and building leaders might choose to complete the assessment tool and formulate an action plan for addressing the five guiding principles.
ISD/MDE partners might choose to support their districts as they work to implement these principles for creating a safe, inclusive, supportive and fair school climate.
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Student Support System Practices
#1, #2, #3, #4, #5, #6, #7, #11, #13
U.S. Department of Education. (March, 2023). Guiding principles for creating safe, inclusive, supportive, and fair school climates.
Family Feedback Reflection Tool
Summary
We all want to feel heard when sharing our opinions or suggestions. Whether you’re seeking out feedback from families or receiving it, reflecting on and incorporating what you hear is essential to understanding your experiences as an educator, improving your family engagement practice, and acting in the spirit of good teaching. Use this tool to spark great conversations with your students’ families about how you can best support your students.
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District and building leaders along with teachers might choose to use this tool for guidance on how to seek feedback from families, suggestions for how to respond to feedback families share with you, reflection questions for incorporating feedback, and a sample feedback form to get started. Leaders and teachers might choose to view the 1:00 minute video, REAL Talk About Family Engagement found in supporting resources. Additionally, leaders and teachers might read the PDFs, Five Roles Families Play to Accelerate Student Learning and What Kinds of Family Engagement are Most Effective? to gain additional information on engaging families .
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Flamboyan Foundation. (2022, July 21). REAL talk about family engagement [Video]. YouTube. https://www.youtube.com/watch?v=3LBnzo8KM5g&t=5s
© 2023 Flamboyan Foundation. www.FlamboyanFoundation.org
CASEL’s Personal Social and Emotional Learning Reflection
Summary
The reflection of one’s own Social and Emotional Learning competencies is the first step in supporting leaders to strengthen practices that promote equity by offering a way for leaders to examine their identity, bias, and mindset. As a leader, you set the tone for your staff and leadership team. Your ability to model and promote social and emotional learning skills will have an important impact on those around you.
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District and building leaders might use the self-assessment to acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage their own emotions, set and achieve personal goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Leaders could use CASEL’s 5 SEL Competency Areas article to ground the leaders in their understanding of each of the five competency areas prior to using the Personal Social and Emotional Reflection.
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Collaborative for Academic, Social, and Emotional Learning (CASEL), (2020) CASEL’s SEL framework: What are the core competency areas and where are they promoted? Retrieved from https://casel.org/casel-sel-framework-11-2020/.
Response to Intervention: Collaborating to Target Instruction
Summary
This video from Edutopia showcases Meyer Elementary School’s Response to Intervention practice and how this practice has contributed to their ranking in the top five percent of all Michigan schools.
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The video and transcript might be used as a resource or for communication purposes to explain the “Why” behind a district’s choice to implement Response to Intervention. District leadership teams might also wish to look at the practice guide prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse to read the specific recommendations to help identify students in need of intervention and implement evidence-based interventions to promote their reading achievement.
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Practice Guide - Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
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Clearinghouse, W. W. (2009). Assisting students struggling with reading: Response to intervention (RtI) and multi-tier intervention in the primary grades. Washington, DC: The Institute of Education Sciences (IES).
Edutopia. (201, January 5). Response to Intervention: Collaborating to target instruction [Video]. YouTube. https://www.youtube.com/watch?v=cpPZjcFw7xc