Route to Reading: All Systems Go
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Route to Reading: All Systems Go
District
Has our district clearly and publicly articulated family engagement as a core value and lever for student literacy achievement and school literacy improvement?
Is family engagement a districtwide responsibility or does responsibility reside in one department?
Do our policies and protocols provide clear expectations for family engagement in literacy?
Are there supports aligned to expectations to ensure staff meet them (e.g., training on interacting and communicating with families)?
Are our family engagement efforts aligned to our district literacy goals and targets?
Is family engagement embedded in the literacy planning and data collection process?
School
What are we doing to partner with families in our literacy efforts?
How are we ensuring families can attend literacy opportunities and are comfortable being involved?
What are our strategies for collaborating with families within MTSS-R?
How are we ensuring families’ voice are heard?
How are we providing families with information and resources to support their children’s literacy development at home?
How are we ensuring all families can access and understand the material?
Are our family engagement efforts aligned to our school literacy goals and targets?
Is family engagement embedded in the literacy planning and data collection process?
How are we ensuring families understand the data collected on their children’s literacy development?
Suggested Citation
National Center on Improving Literacy (2020). Route to Reading: All Systems Go. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org.
Abstract
A well-functioning Multi-tiered System of Support for Reading (MTSS-R) collects fidelity of implementation data – including data on family engagement – and uses it to make improvements to the health of the system.
Related Resources
This toolkit helps families and schools work together to support children’s literacy success in and out of school.
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://www.improvingliteracy.org
