Pittsburgh groups urge district to form advisory board for English learners

Pittsburgh Public Schools faces a reorganization that will close 12 schools and realign others. Against this backdrop, local advocates demand a formal mechanism for student and family input on how English learners are supported. The call for action arrived Tuesday at the City of Asylum in the North Side.

Jenna Baron, executive director of the Alliance for Refugee Youth Support and Education, stated that the district's Future-Ready Plan lists equitable education for English learners as a priority. She argued that a working group should be embedded within existing structures like the Office of Equity. Baron noted that enrollment has grown over the past year while federal policies directly target immigrant and refugee communities.

The district currently serves approximately 1,750 English learners, who comprise about 10 percent of the student body. Advocates from A+ Schools and Black Women for a Better Education joined Baron in requesting this advisory body. The group would include students, parents, and teachers to advise school staff on specific issues affecting these students.

Students at the event described their daily challenges and needs. Colette, a student at Brashear High School, said she needs peace, better understanding, and good communication between parents and teachers. She and other students suggested providing more resources for post-secondary opportunities, such as college applications and job placement assistance. They also proposed a co-teaching model where English learner specialists work alongside subject teachers in mainstream classrooms.

Rechab, a student at Allderdice High School, said schools should create safer environments to reduce isolation. He cited the use of icebreakers to help students interact with one another. Soniya Kazimoto, a graduate of Perry High School, expressed hope that international days, where students share their cultures, would expand. She said these events foster a stronger sense of belonging among students and staff.

Three of the district's 59 English Language Development teachers shared their perspectives. Susan Labuda, who teaches at Westinghouse High School and at the university level, emphasized empathy. She said she wants to know her students, hear their voices, and see their gifts become part of the community. Kim Nelson at Perry High School highlighted the need for flexibility and safe spaces where students feel comfortable sharing their cultures.

Joseph Papa, who works at Faison and Lincoln elementary schools, identified a need for more diverse academic resources. He stressed that teachers require more time to build relationships with students to help them gain confidence. James Fogarty, executive director of A+ Schools, pointed to Concord PreK-5 as a model for creating welcoming communities. He stated that students, families, educators, and community organizations must work together to develop solutions informed by those most affected.