Since these supports are based on the individual, students needs can be specifically met.

The number 1 barrier to meeting student needs is student attendance. If they are not at school it is very difficult to meet their needs.

I've noticed that scholars feel a sense of success when they've completed academic tasks that seems tough. Once a student has written her first formal essay about Democracy, or when she has mastered the art of reading with purpose by taking masterful Cornell Notes. I see the most success when a student tries to read aloud in class and take what she deems as risks. Seeing a student smile at the results of her summative lesson is success. I have a student who dislikes all the assignments and will only do them halfway. But, she still experiences success in the class because she clearly is meeting the standard even with out the formative assessments. These are just some of the ways this week that I've noticed about students and their idea of success.

Barriers include attendance (largely due to outside factors) and, in some cases, the need for more robust EL support. Our MLL teacher is not able to be here all day, and when she's not here, it can be challenging to support students who need language support.

Success is often measured by improvement--when students own their learning and are consequently proud of their achievements then a productive and sustainable cycle begins.

• Question for AGAPE and other secondary sites: how can we offer systematic academic supports, particularly in foundational reading, without students feeling like they are falling further behind/missing out on grade level work?

• Agree about level of ELL support. (I am the ELL teacher).

Question: How can we offer culturally targeted supports for young mothers (some of this is in the works) for our teen students experiencing very adult situations outside of school?

Language Line: Prior to Language Line being centrally funded, my principal at the time was very protective of who and how often we could use the service (at a different school). Once the cost of LL began to be covered out of OFECP, the number of colleagues able/willing to reach out directly to families on a variety of issues skyrocketed. This is positive!

I agree that Language Line has been a game changer and am grateful for access to this support.

As mentioned, AGAPE teachers are especially good at having strong relationships with students, and this helps issues surrounding discipline tremendously. All teachers (I think) come to identified issues with the purpose of repairing harm and moving forward. There is a great deal of bidirectional respect routinely exhibited between teachers and students, and this leads to a collaborative and productive climate. Also, having clear expectations and follow through around cell phone use has been hugely beneficial to the school the climate and culture!