Community Meeting #3: Student Supports Calvary United Methodist Church 954 Beech Ave, Pittsburgh PA April 29th, 2010

Transcription

1 Cmmunity Meeting #: Student Supprts Calvary United Methdist Church 54 Beech Ave, Pittsburgh PA 2 April 2th, 2010 Meeting Results

2 Results frm A+ Schls Cmmunity Meeting n Student Supprts In Octber f 200, A+ Schls launched a new prgram called Schl Wrks. It is a cmmunity actin research prject that invlves vlunteers wh interviewed the principals f middle schls, high schls, 6- schls and charter high schls in the city f Pittsburgh. They asked questins abut the resurces and pprtunities principals are able t prvide fr students in the building, things they wuld like t prvide but currently can t and the barriers that stand between them and being able t prepare every student fr cllege r careers. The results f thse interviews were released in a series f cmmunity meetings, each ne fcusing n a different tpic. The purpse f the series f cmmunity meetings is t deliberate n what shuld be included in a cmmunity agenda fr equity. On January 2 rd 2010, A+ Schls hsted the first cmmunity meeting t release a prtin f the Schl Wrks interview respnses related t staffing and teaching supprts. The secnd meeting, held n March 11 th, fcused n the respnses frm principals related t the curses and tls available t students. On April 2 th, A+ hsted the third and final cmmunity meeting at Calvary United Methdist Church n the Nrth Side, where the fcus was the respnses related t the types f supprts that exist fr students in schls. Thse that attended the meeting learned what Schl Wrks vlunteers fund abut the types f supprts available t students and wh has access t them, the extent families are invited t engage in the supprt system arund students, the types f cllege/career preparatin activities that schls prvide and the extent t which behavir and truancy are addressed systemically in schls. Tgether, they discussed the ways that schls, central ffice, families and students culd cntribute t the supprt system arund students. Afterwards, they vted n what changes they felt wuld have the biggest psitive impact n students and issues they d be mst likely t take actin. The next few pages f this summary describe the results f the cmmunity discussin and the views f thse that attended. Wh Was There? Apprximately 80 peple attended t learn and discuss the respnses frm principals related t student supprts. Of thse that attended, 26% were participating in their first A+ event. Abut 5.% f the audience came frm east r central neighbrhds, while 1.7% came frm the nrth, 10% came frm the suth and 5% came frm the west. The audience was a diverse grup f parents, educatrs, students, human service prviders and cncerned citizens represented in the images t the right. Page1 Cmmunity Meeting Results n STUDENT SUPPORTS

3 What Did Participants Think? On a scale f 1-5, the average rating participants gave the value f the infrmatin presented was a 4.2, and the value f the meeting and their verall satisfactin was a The graphs belw describe what they fund mst valuable and what, if anything, they wuld ve changed. What did yu find mst valuable abut tday's meeting? What wuld yu change? 8% 8% % 2% 8% 25% % 28% learning results, statistics & data, abut A+ Schls discussins (unique/different perspectives, penness, facilitatrs) student cntributin vting & technlgy; vicing pinin cnnecting with active & mtivating participants; being invlved make it easier t hear (use micrphnes, mve child care area, decrease side bar cnversatins) nthing mre time fr grup discussins Hw Were Peple Able t Express Their Opinins? Everybdy gt t vte! After the presentatin and discussin, hand-held plling devices were used as a way fr each persn at the meeting t express themselves as an individual in respnse t the discussin questins. The cmmunity was asked t rank their tp chices fr each questin. A persn s first chice was wrth 10 pints, the secnd was wrth and the third was wrth 8. The numbers in the next few graphs represent the average weight the item received frm the grup. The higher the number the mre imprtant that item was t the cmmunity members that vted. What, if Changed, Wuld Have the Mst Impact n Preparing ALL Students fr Cllege r Careers? Cmbined views f all attendees: Access t tutring r mentring, family engagement and teaching cllege/career skills are the tp changes peple thught wuld be mst impactful. The clseness f the rankings f the tp 4 issues indicates that the peple in the rm were cncerned by a variety f issues. Page2 Cmmunity Meeting Results n STUDENT SUPPORTS

4 When we lked at the differences between the respnses f different grups f peple t this questin, we fund that students, educatrs, parents and cncerned citizens each had a different pint f view abut what wuld make the biggest difference. Views f PARENTS/CAREGIVERS: Views f EDUCATORS: Views f CONCERNED CITIZENS: Views f STUDENTS: Interestingly, the changes that each grup thught wuld be mst impactful in preparing all students fr cllege r careers, was smething that was, fr the mst part, utside f their cntrl. Fr example, parents felt mst strngly abut a behavir management system in the schl, educatrs felt mst strngly abut family engagement and students felt mst strngly abut access t tutring r mentring. T be able t prvide students with the level f supprt they need, there will have t be cntributins made by everyne: schl staff, central ffice, families, the cmmunity and students. The attendees discussed what culd be sme ways that each f these entities culd better supprt students and the cnversatins were recrded by facilitatrs at each table. Belw is a summary f their respnses: What Culd Be Sme Ways that Each f the Fllwing Grups Cntributes t Supprting Students? Central Office Standardize interventin effrts acrss schls Establish a district plicy fr hw/when parents are ntified in regards t student behavir Establish a district plicy that states that principals are nt invlved in the first behaviral infractin Set a district-wide reading gal f a certain number f bks per year and publish a list f suggested bks Bridge the cmmunicatin gap between central ffice and schls AND central ffice and the public Facilitate the sharing f best practices between guidance cunselrs and scial wrkers acrss Schls Make mre time t talk with students Institute a schl-wide behavir management plan in every schl D an audit f what s wrking/ what s nt Create easier ways t engage families Tailr hme visits t be psitive experiences Hst a standing day/time fr families t drp in- similar t pen ffice hurs Partner with families fr behavir management Build mutual respect between teachers, administratrs and students Establish an advisr rle fr teachers wh advise a grup f students Assign cllege essays as cursewrk Page Cmmunity Meeting Results n STUDENT SUPPORTS

5 schls Establish a clear definitin f what PPS parents shuld be ding Expand the rle f guidance cunselr t help students navigate cllege/career chices and hld them accuntable fr delivering supprt Families Students Cmmunity Push fr a clear definitin f what PPS parents shuld be ding Be a mre vcal and unified vice Visit schls mre ften Supprt schl staff Send students t schl regularly Identify certain behavirs t partner with schls t manage Vlunteer Mentr peers Use peer pressure t enfrce psitive behavir Reprt negative behavirs Mediate cnflicts fr yunger peers Student leaders plan arund discipline Cmmunicate feelings Establish a buddy system fr taking classes as CCAC Peer t peer cllege preparatin Engage in the plitical prcess arund schls Mentr students Cnnect law enfrcement and magistrates t schls Bring lder peple tgether with yunger peple Hnr psitive behavir r gd grades Bradcast educatin based prgramming n televisin Dnate t the Pittsburgh Prmise Teach students and parents t advcate fr themselves What Areas Shuld We Address First, as a Cmmunity, t Ensure that ALL Students are Being Prepared fr Cllege r Careers? Cllege/ career readiness activities and skills, family engagement and curse structures/placement were the tp areas that participants felt we shuld target first. Cmbined views f all attendees: The list f issues that attendees vted n were taken frm the results f the Schl Wrks meeting n curses and the meeting n supprts. When the respnses were srted by grups f peple, we fund that parents and cncerned citizens respnded directly in line with what was reflected by the entire rm. Hwever, educatrs and students priritized a different tp than was reflected by the entire grup. Views f EDUCATORS: Views f STUDENTS: Page4 Cmmunity Meeting Results n STUDENT SUPPORTS

6 What are A+ Schls Next Steps? The purpse f this series f cmmunity meetings is t understand what s imprtant t the public in relatin t what we heard frm principals during Schl Wrks interviews. In respnse t the pririties expressed by participants at this cmmunity discussin and the thers, A+ Schls will gather mre infrmatin and frm a cllective cmmunity agenda fr equity. Stay tuned fr mre and get ready t take actin n behalf f students! The data guide that was distributed t the cmmunity at the meeting is included n the next several pages. Page5 Cmmunity Meeting Results n STUDENT SUPPORTS

7 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Schl Wrks is cmmunity actin research aimed t assist the public in understanding what resurces and pprtunities exist fr students in Pittsburgh Public Schls. The gal is t develp a plan fr cmmunity actin t ensure we have an equitable schl system in Pittsburgh. The initial phase f A+ Schls Schl Wrks Prgram was t train vlunteers t cnduct interviews with each principal frm Pittsburgh Public Middle, High, 6- and Charter High Schls. Vlunteers interviewed principals frm PPS schls and 2 charter schl principals using a survey cnsisting f 61 yes/n r shrt answer questins. The questin tpics cvered the fllwing categries: staffing, learning tls and extracurricular activities, student curses and services, student transitin supprt and parent r caregiver invlvement. Principals were asked t answer the questins t the best f their ability during the 1 hur interview and in sme cases were asked t make apprximatins. Principals respnses are being reprted publicly in increments between January and May f Belw is a selectin f the principals interview respnses. Interview results are reprted as a breakdwn f the number f the PPS principals that respnded in specific ways. Schls were als categrized accrding t schl level, magnet status, enrllment, achievement gap size and vulnerability t lk fr any trends in respnses frm principals f schls in thse categries. Any statistically significant differences in respnses accrding t any f the categries are reprted with at least 5% (p<.05) certainty that the differences were nt by chance. They are nted in italics. Charter schl respnses were nt gruped with ther Pittsburgh Public Schls and because there were nly 2, we were nt able t determine whether any differences were statistically significant. Hwever, sme f their respnses are nted. We intend fr this guide t prvide the cmmunity with infrmatin t use in deliberatins abut the kind f changes that can benefit students. These issues are highlighted thrughut this dcument in magnifying glasses like the ne t the right. Our intentin is t engage families, yuth and the cmmunity in what issues are mst imprtant t include in ur cllective advcacy agenda t ensure that all students are prepared fr pst-secndary educatin r training. Principal s Gals fr Ptential Issues t Explre The first questin we asked principals was t share their tp gals fr the year. The graph t the right shws what principals described. The majrity f principals reprted their gals fr the schl bradly, such as imprve student achievement r imprve schl culture. Others reprted specific interventins r grups f students they planned t target with prgrams r services. In the Tp Gals Given by Principals case f many newly established 18 schls, many principals had gals related t creating effective peratins 11 systems r 8 implementing 6 schl-specific 6 5 prgramming Imprving Academic Achievement Creating Student- Centered Culture Addressing a Specific Grup f Students Imprve the Quality f Teaching Engage Parents r Cmmunity Establish Specific System f Operatin Institute a Specific Prgram Schl Wrks Results fr Student Supprts Page 1

8 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts STUDENT SUPPORTS: This guide includes infrmatin abut the availability f academic, scial, behaviral and mental health supprts that exist within schls and the extent t which families are included in that supprt netwrk. Our expectatin is that these resurces wuld be available equitably and adequately acrss schls s that all students are supprted thrugh their preparatin and transitin t cllege r careers. We als anticipate schls with a relatively mre vulnerable schl ppulatin (higher disciplinary incidents, lwer achievement and higher pverty) wuld have additinal needs that wuld require mre r different types f supprt structures. Types f Supprt Offered Link between students needs and supprts prvided Principals were asked abut a whle list f supprts in terms f if it was available in their schl, whether r nt it was accessible t all students and wh prvided it. Belw is a graph that represents the respnses frm PPS principals. The blue bar is the number f schls that ffered that particular type f supprt. Of thse that ffered it, the yellw bar describes hw many schls prvide the service in-huse, the green describes the number f schls that have a cmmunity partner that prvides the service and the peach bar depicts the number f schls where vlunteers prvide it. Types f Supprt Offered Number f Schls that Offer It Prvided by Schl Prvided by Cmmunity Partner(s) Prvided by Vlunteers Cnflict Reslutin Mental Health Services Behaviral Health Services Career Cunseling After Schl Tutring Mentring In Schl Tutring Cultural Awareness Transitin Supprt fr 6th Graders Transitin Supprt fr th Graders As yu can see, all f the different types f supprt were prvided by a cmbinatin f cmmunity partners and schl staff and in the case f mental and behaviral health services, mre schls ffer that thrugh a cmmunity partner than thse that prvide it in-huse. Bth charter schls were able t ffer the Adequacy f same list f services with the majrity f them ffered by the schl and nly a few the services that are ffered by cmmunity partners. prvided Access t tutring and mentring In schl tutring was mst likely t be available in larger schls cmpared t smaller schls and in 6-s r -s cmpared t 6-8s. After schl tutring was mst likely available in nn-magnet schls cmpared t magnets and in 6-8s r -s cmpared t 6-s. Mentring was mst likely available in magnet schls cmpared t nn-magnets. Mentring was als the nly type f supprt that the majrity f principals wh said yes, they were able t ffer mentring, als said that it was nt accessible t all students. Schl Wrks Results fr Student Supprts Page 2

9 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts N significant relatinships were fund between the schls that were the mst/least vulnerable and the schls that ffered tutring r mentring. Family Engagement The questins in this sectin related t hw families were invlved in the schl as a part f the supprt system arund students. We asked questins abut the supprt that schls receive frm central ffice in terms f engaging families, hw they share infrmatin with the parents and caregivers f their students and in what ways d they specifically ask families t be invlved in the schl. Frm central ffice, the majrity f principals (1/) receive supprt with marketing and cmmunicatins. Many f the ways that the cmmunicatins and marketing department supprts schls is illustrated in the graph belw that shws the ways that schls share infrmatin with families. 1 principals reprted receiving supprt frm student services in engaging families as well. Student supprt services prvides district-wide supervisin and technical assistance in the areas f student discipline, attendance, transfers, wrk permits, guidance cunseling, scial wrk services, health services, gang interventin, interschlastic athletics, alternative educatin, prgrams fr students with special needs and crisis interventin Alert-nw call system, letters, persnal phne calls Ways Schls Share Infrmatin with Families 16 Hme visits s Newsletter Flyers Thrugh a cmmunity rganizatin/ church Schl website Meetings/ cnferences with families The graph belw shws the different ways that families are invited t engage in schls. In terms f inviting parents t participate in transitin planning fr cllege r careers, nn-magnets were mre likely t reprt that they d it than magnets; while -s were mre likely than either 6-s r 6-8s. Schl Wrks Results fr Student Supprts Page

10 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Ways Families are Asked t Engage in Schls Participate in the schl's PSCC Have cnferences with teachers n days ther than the district pen huse Attend the district-wide pen huse Attend field trips 17 Participate in transitin planning fr cllege r careers Jin the schl's PTO/PTA Attend prfessinal develpment Vlunteer r fundraise 5 Title 1 reviews Student behavir/ class scheduling 5 The extent families are engaged by the schl Schl imprvement planning Use the schl's resurces- cmputer lab, academic night Attend assemblies r celebratins 2 2 Expected t drp-in Participate in learning walks Drp-Out Preventin The questins related t drp ut preventin were fr the purpse f gaining a better understanding f the factrs that principals mnitr t determine when a student is at risk f drpping ut and whether r nt the schl has a system in place t crdinate an interventin. When asked if they had a system f pre-identifying students wh are at risk f drpping ut in rder t crdinate an interventin, principals (57%) said yes and (4%) said n. Bth charters said yes. Of thse that said they have an interventin system fr students, we fund that all f the principals als invlve the parents/caregivers and ther administrative staff. The majrity als invlve a cmmunity partner frm inside r utside f the building and the rest f the staff. Sme principals als invlve student services at the central ffice level. Schl Wrks Results fr Student Supprts Page 4

11 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts We fund n relatinship between whether r nt the schl had an interventin system in place and any ther factrs such as vulnerability, schl size, magnet status r cnfiguratin. Pre-Identifying Students at Risk f Drpping Out t Crdinate an Interventin Drp-ut interventin strategy in schls NO, YES, YES, YES, YES, YES, YES, 7 YES, 5 Is it systematized? The interventin invlves administrative staff The interventin invlves parents r caregivers The interventin invlves a cmmunity partner frm utside The interventin invlves all staff The interventin invlves a cmmunity partner in the building The interventin invlves student services We fund that in 8 ut f schls, there are n factrs being mnitred t identify a student at risk f drpping ut. Of thse 8, 2 f them were 6-8s, 2 were 6-s and 4 were -s. In the ther schls, principals mnitred a cmbinatin f factrs such as academic perfrmance, behavir r attendance. Bth charter schl principals reprted mnitring similar factrs. We fund n relatinship between schl cnfiguratin, magnet status, size r vulnerability and the factrs (r lack f factrs) mnitred in relatin t a student s ptential fr drpping ut. Factrs that are Mnitred t Determine When t Intervene with a Student at Risk f Drpping Out Academic Perfrmance Behavir Attendance Nne Citizenship Prir histry District's in previus high and schls medium risk list Cmmn definitin f drp ut risk factrs Schl Wrks Results fr Student Supprts Page 5

12 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Behavir Management The questins related t behavir were t gain a better understanding f the vlume f referrals principals receive in a given mnth and whether r nt the schl had a system in place fr managing student behavir When principals were asked if they had a schl-wide behavir management plan, 14 (67%) said yes and 7 (%) said n. Smaller schls were significantly mre likely t reprt having a behavir management plan than larger schls. In terms f cnfiguratin, 6-8s were mst likely and -s were least likely t reprt having a plan. Principals were asked t apprximate the number f referrals they received fr the mnth f September and the number f thse referrals that resulted in suspensin. Their respnses are represented in the graph belw. There were 2 principals that weren t sure enugh t answer with an apprximatin Apprximate Numbers f Referrals fr the Mnth f September All Referrals Referrals that Resulted in Suspensin 1/ Schls (2 were nt sure f hw many t apprximate) Behavir management system Schls that were mst likely t reprt a higher number f referrals were nnmagnets cmpared t magnets and -s cmpared t the ther schl types. Nn-magnet schls were als mst likely t reprt a higher number f referrals that led t suspensin. N relatinship was fund between the number f suspensins and schl cnfiguratin. N relatinship was fund between referrals r suspensins and schl size r vulnerability. Cllege r Career Readiness The purpse f the questins related t cllege r career readiness were t gain a better understanding f the ways that schls are supprting students in preparing fr cllege r careers. The graph belw shws hw many schls have a persn n staff whse specific respnsibility is t supprt students in planning fr cllege r careers. It als hw many schls systematically assign students t an adult fr help r nly prvide help if students ask. There are sme schls that d nt emply a specific persn fr transitin planning, but that still systematically assign all students t adults t receive supprt. Schl Wrks Results fr Student Supprts Page 6

13 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Nn magnets were mre likely than magnet schls t have a specific persn n staff respnsible fr transitin planning fr students. The Ways Students Receive Supprt in Planning fr Cllege r Careers NO, 2 Help is available if students ask Sme students are assigned t an adult YES, 18 The building emplys at least 1 staff persn whse specific rle is t supprt students in planning their transitin t cllege r careers* 16 Hw students receive help All students are systematically assigned t an adult Adequacy f the help that is prvided Activities Available in High Schls In PPS high schls, 100% f principals said that in their schl students are assisted in filling ut applicatins fr cllege, training r apprenticeships and applying fr financial aid thrugh the Pittsburgh Prmise r Federal gvernment. Hwever, nly 75% f high schl principals said that the status f students applicatins is tracked and students are reminded f next steps. Smaller schls were mre likely than larger schls t pay the SAT r ACT registratin fr students taking the test. Ntewrthy pint: In this year s Reprt t the Cmmunity, A+ schls fund that smaller schls were mre likely t have higher rates f pverty. Activities Available in All Schls The next graph shws the variety f pprtunities that are available t PPS students in 6-8s, 6-s and -s. All f the PPS schls ffered a cmbinatin f several pprtunities fr students related t preparing fr cllege r careers. Nn-magnet schls were mre likely t rganize r participate in visits t cllege campuses r trade schls. Mst principals als added that this pprtunity was available thrugh cmmunity partners. - schls were mre likely t have trade schl r apprentice prgram representatives speak t their students -s and 6-s were mst likely t educate parents abut financial aid ptins Bth charter schls reprted prviding the same list f pprtunities t their students as well. Sme additinal fferings that are available at the charter schls are a required 10 hur internship in rder t graduate, classes in career planning and senir prjects that include mck jb interviews with cmmunity leaders. The extent students are taught cllege/career skills Schl Wrks Results fr Student Supprts Page 7

14 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Cllege r Career Preparatin Activities Cllege representatives speak t students 17 Students are updated mre than nce a year abut their Pittsburgh Prmise eligibility 17 Students receive supprt in preparing fr the SAT r ACT 16 Parents are educated abut financial aid ptins 16 Students identify a desired career path and the educatinal path required t get there 16 Trade schl representatives speak t yur students Schl rganizes r participates in cllege r trade schl campus visits Students are intentinally taught skills such as nte-taking, building gd study habits, staying rganized and managing time effectively 1 Grade-specific activity (i.e./prtfli prep days, 8th graders visit high schl, th graders meet cllege freshmen) 4 Cmmunity partner hused in the schl 4 Schl hsts a career fair Additinal Supprt Principals Wuld Like t Prvide As in ther sectins f the principal interview, vlunteers asked what supprts, if any, wuld principals like t prvide fr students but can t and what is it that stands in their way. Their respnses are described in the graphs belw. The respnse said mst frequently by PPS principals was that they wanted a better way t deliver supprt services t students. Charter schls reprted they wanted t fllw students fr a year after graduatin, partner with grups t reach ut t families r prvide mre advanced r hnrs classes. The barriers they described were space and scial issues within families. Schl Wrks Results fr Student Supprts Page 8

15 SCHOOL WORKS INTERVIEW DATA: A+ Schls Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts Barriers t Offering the Supprt that Students Need Mney 10 Human capital/ expertise/ capacity The extent t which funding in distributed fr student services Time in the schl day 5 Family supprt r transprtatin 4 Student interest Bureaucracy 1 Nne Additinal Supprts that Principals Wuld Like t Prvide Better r mre systematic supprt system delivering cunseling (mental, behaviral, drug and alchl, grief) 8 Academic/ career planning 5 Accuntability fr delivering student supprt prgramming Additinal mentrs Family Engagement 4 4 Character develpment Better data tracking at the district level- enrllment, graduates, paperwrk fr meals Meeting basic needs (fd, clthing) Activities utside f the schl day Mre teachers 2 N mre are needed than what's already given Schl Wrks Results fr Student Supprts Page

16 SCHOOL WORKS INTERVIEW DATA: A+ Schls What the Cmmunity Can D T Help Pittsburgh Public Schls: 6-s, -s, 6-8s and 2 Charters: Principal Respnses Regarding Student Supprts In rder t understand ways that the cmmunity can participate in supprting students in schl, principals were asked abut the tasks that vlunteers culd ptentially d. Mentring r being a cmmunity resurces fr career days, jb shadwing and the like were the tp 2 things that principals said vlunteers culd d in their schl. A ptential barrier t engaging vlunteers wuld be the capacity f the schl t manage utside help wrking in the schl. When asked if they had a prcess t engage vlunteers, 16 (76%) f principals said yes and 5 (24%) said n. Therefre, a system t engage vlunteers wuld be an imprtant first thing t establish in schls befre cmmunity members wuld be able t effectively engage with the schl. Ways Cmmunity Vlunteers Culd Help Mentring Be a cmmunity resurce fr career days, jb shadwing, guest speakers etc Vlunteer r crdinate ther vlunteers Prmte the schl Spnsr clubs Things vlunteers can d utside f the schl are spnsr clubs that interest students r help the schl t advertise r prmte events in rder t help with attracting students and engaging families IN SUMMARY: Based n the principals respnses t the questins regarding student supprts, we have identified the fllwing ptential issues t explre: Adequacy f the academic, behaviral, mental, emtinal supprts in schls Access t tutring r mentring The extent families are engaged by the schl Existence f a schl-wide drp ut interventin strategy Cmmn definitin f drp ut risk factrs Existence f schl-wide behavir management system s Adequacy f the cllege/ career supprt student receive The extent students are taught cllege/career skills Ptential Issues t Explre The purpse f sharing the infrmatin we learned frm principals is t uncver sme f what may be standing in the way f all students being prepared fr pst-secndary educatin r training. Sme verarching questins that wuld need t be explred befre we can begin t advcate fr slutins t address any f the abve issues are: Hw can funding be distributed accrding t enrllment AND need? Wh shuld be respnsible fr prviding student supprts? Des that entity have the authrity, capacity r structure t deliver the supprt that s needed? The issues that we have highlighted are by n means an exhaustive list f the challenges that principals, teachers r students face. Neither is it a t-d list f items that we can tackle at nce. We hpe that, tgether with the many Pittsburgh residents wh care abut hw we educate ur students, we can use this list as a jumping ff pint t decide what areas we need t understand better and what wuld be mst imprtant t include in a cllective advcacy agenda. Schl Wrks Results fr Student Supprts Page 10