December 10, 2024 A+ Schools Releases Annual Report to the Community on Public School Progress A+ Schools Pittsburgh has released its 2024 Report to the Community on Public Schools Progress. The report tackles issues that prevent every child from being successful in schools and covers such topics as racial economic segregation, absenteeism, unequal access to resources, and more. Skills for Success A+ Schools notes that children need knowledge and skills that will help them succeed in college or careers. It lists several conditions that must be met for this to occur: Every community has a place where children can get to school safely and on time. Every family has what they need – from healthcare and child care to housing and work – so children can come to school ready to learn. Every school is a place where all students and staff feel they belong and are excited to be. Executive Summary In its executive summary, A+ Schools cites racial economic segregation, unequal access to resources, and disparate opportunities for enrichment and academic success as issues that prevent children from succeeding. Additionally, system issues that impact state and local measures of school success include: Chronic absenteeism (how many students miss more than 10% of school days) Suspensions (how many students miss school due to disciplinary practices) Academic growth (how many schools grew student achievement as measured by the Pennsylvania Value-Added Assessment System) Academic proficiency (or, how many students meet state and national grade level standards on tests) Next Steps The report also examines student readiness for college or careers once they graduate. The measures it lists that provide a sense of whether students will be ready for the next step include: College-ready GPA (how many students have a GPA of 2.8 or higher) AP exam taking and AP and SAT scores Graduation (how many students complete high within four years) College and trade school completion (how many students complete one of these schools within six years of graduation from high school) Figures The report’s executive summary breaks down the numbers on some of the aforementioned issues. Some of the key findings in the report relating to system issues, measures for success or readiness include: Approximately 2,402 Pittsburgh public school students have been suspended at least once. The ratio of students to teachers is 11:1 A total of 80% of teachers believe that their school is a good place to work and learn. Only 14% of public school teachers are teachers of color. About 32% of students are chronically absent. In 2023, 86% of students had graduated within four years. About 27% of 2018 graduates completed a college or trade school program within six years of graduating. The entire report is available on A+ Schools Pittsburgh’s website.
January 20, 2022 Rapid Response Team: Reducing Expulsions and Suspensions in Early Childhood Education Join Trying Together for an upcoming professional development session, “Rapid Response Team: Reducing Expulsions and Suspensions in Early Childhood Education”. This session will discuss the ongoing and growing issue surrounding expulsion and suspension in early childhood education that have been linked to staff implicit bias, challenging behaviors, and staffing issues. The presentation will guide parents, caregivers, directors and staff working with children ages 0-5 on how to prevent expulsion and suspension in early childhood education. The session will discuss ways to implement evidence-based strategies to promote positive behavior support, self-regulation, and positive mental health. We will share community resources and programs for children and families in Allegheny County. UnConference: Creating a Safe Place with Trauma-Informed Care This session is a part of Trying Together’s upcoming UnConference. Between February 8-18, expert-led workshops will share content related to trauma-informed care. We begin the UnConference with keynote speaker Dr. Veirdre Jackson and dive into how we can create an environment of healing through equity and trust. Following the keynote, workshop sessions include how to identify family stressors, how to provide responsive care-giving for children experiencing trauma, and an overview of the recently launched Rapid Response Team from Trying Together. Individuals can learn more and register on Trying Together’s website.
October 26, 2020 Reducing Suspensions and Expulsions in ECE Programs A child’s first five years are the most critical for neurological development. This is why responding to young children’s behaviors by suspending or expelling them from early childhood education (ECE) programs threatens their well-being during a critical period of learning. To highlight ways in which ECE professionals should work to focus on preventative and responsive strategies for healthy child development, Trying Together has released a white paper entitled, “A Pathway to Reduce and Eliminate Early Childhood Suspensions and Expulsions.” This white paper is meant to provide guidance for stakeholders at all levels – teachers in the classroom, directors of programs, early interventionists, quality coaches, mental and behavioral health specialists, advocates, families, and policymakers. Trying Together maintains that the elimination of suspensions and expulsions in early childhood settings must simultaneously occur with policies that increase resources and support for educators. The white paper provides researched recommendations including: Establishing developmentally appropriate policies Addressing implicit bias Strengthening family engagement Utilizing developmental screening tools Promoting professional growth opportunities The new white paper is a continuation of Trying Together’s efforts to encourage ECE programs and professionals to set developmentally appropriate expectations and establish preventative solutions. Other resources include Trying Together’s white paper entitled, “End Early Childhood Suspensions and Expulsions: Developmentally Appropriate Practices and Policies For Addressing Behaviors in The Early Elementary School Grades” and a supplemental document entitled, “Addressing Suspensions and Expulsions: A Guide for Families,” which provides helpful tips family caregivers can employ to address their suspension and expulsion concerns. For more information, read the new, complete white paper.
July 31, 2020 New Process to Prevent Suspensions and Expulsions Effective August 1, a new process to request support for a child with unique needs or challenging behaviors to prevent suspension and/or expulsion from early learning programs is available for families and early learning professionals. How to Request Support To request assistance from the Pennsylvania Office of Child Development and Early Learning (OCDEL), early learning professionals and families can complete a new online form entitled, “PA Key Expulsion/Suspension Support Request.” Circumstances for Alternative Support If a family has an established relationship with their local Early Learning Resource Center (ELRC), the family or case provider can reach out directly to their ELRC to receive program support. If the child is already receiving Early Intervention (EI) Services, providers can reach out to the child’s local EI program to request assistance with parent permission. If the child has not previously been evaluated and the family and/or early learning provider believes the child may be eligible for EI Services, call the CONNECT Helpline at 1.800.692.7288. If the child has been evaluated and does not qualify for EI Services, request assistance from the local ELRC to receive appropriate supports. More Information For more information, view the Developing Suspension and Expulsion Policies document.