8.2 Community School climate Organizations and programs Some struggling students are Students who are struggling Students who are struggling groups and surveys exist in the community but receiving additional supports academically and/or socially are academically and/or socially are families of there is no formal partnership from school and community supported by a network of receiving quality and integrated School focus students who are to serve students in need. programs. providers invested in the support services by a network of groups struggling student’s well-being; results providers invested in the Student and academically from these programs are student’s well-being; positive parent and/or socially are monitored and results are results from such programs are handbooks active partners in promising. evident. Job description the educational of family and process and work community together to reduce engagement barriers and staff accelerate the List of family academic and and community personal growth There is no evidence of Support services and School leaders identify and Existing community partnerships engagement of students. successfully reducing the organizations are identified in cultivate relationships with offer a range of services to activities and barriers and accelerate the the community. community partners who offer address the needs of students attendance academic and personal growth services to families that reduce and families proactively; there List of of students. barriers to students’ academic are ample data to reflect that advertised and personal growth. these services are making a student support substantive difference for services, students. including data on which students are eligible, receiving services and their attendance School staff are not actively Students in need either Adults in the school are quick to Systems are in place to ensure a Family surveys seeking additional supports for or are identified by an identify struggling students and coherent approach to selecting, Community students in need. alert adult and are provided with ensure they are connected with monitoring and evaluating the provider surveys additional supports. the appropriate services to efficacy of student and family School guidance ensure their well-being. support organizations; and plans adults in the school are trained List of family to identify early indications of and community troubling student behavior and education are quick to take appropriate programs action. List of outreach programs for families with struggling students
8.2 Community groups and families of students who are struggling academically and/or socially are active partners in the educational process and work together to reduce barriers and accelerate the academic and personal growth of students. School climate surveys School focus groups Student and parent handbooks Job description of family and community engagement staff List of family and community engagement activities and attendance List of advertised student support services, including data on which students are eligible, receiving services and their attendance Family surveys Community provider surveys School guidance plans List of family and community education programs List of outreach programs for families with struggling students Organizations and programs exist in the community but there is no formal partnership to serve students in need. Some struggling students are receiving additional supports from school and community programs. Students who are struggling academically and/or socially are supported by a network of providers invested in the student’s well-being; results from these programs are monitored and results are promising. Students who are struggling academically and/or socially are receiving quality and integrated support services by a network of providers invested in the student’s well-being; positive results from such programs are evident. There is no evidence of successfully reducing the barriers and accelerate the academic and personal growth of students. Support services and organizations are identified in the community. School leaders identify and cultivate relationships with community partners who offer services to families that reduce barriers to students’ academic and personal growth. Existing community partnerships offer a range of services to address the needs of students and families proactively; there are ample data to reflect that these services are making a substantive difference for students. School staff are not actively seeking additional supports for students in need. Students in need either or are identified by an alert adult and are provided with additional supports. Adults in the school are quick to identify struggling students and ensure they are connected with the appropriate services to ensure their well-being. Systems are in place to ensure a coherent approach to selecting, monitoring and evaluating the efficacy of student and family support organizations; and adults in the school are trained to identify early indications of troubling student behavior and are quick to take appropriate action.