 |
|
Supportive Services in the Educational Setting by Andrew Judd, Training and Special Projects Coordinator and Isidoro Gonzales, Senior Vice President of Programs Researchers from Johns Hopkins University found that Philadelphia youth who exhibit poor attendance, behavioral issues, and fail English and/or math in 8th grade are at the highest risk for dropping out in high school. Congreso believes that if youth become engaged with their education at a young age, the likelihood that they will graduate from high school and pursue postsecondary education or training increases greatly. As such, Congreso is piloting its unique Primary Client Management Model within Educational Settings. Congreso’s Primary Client Management Model forms a partnership with students, school staff, and families to assist students on their paths toward graduation. From elementary through high-school aged students, Congreso Primary Client Managers (PCM) work with youth inside and outside of school to identify issues (both school-based and home-based) that hinder academic performance, remove any barriers associated with addressing those issues, and walk with the client through the change process. At Pan American Charter School, the PCM works with students between the ages of 8 and 13 that need additional support outside the classroom. Children are referred to a PCM if they are in danger of failing English and/or math, have received one or more suspension, or have less than 80% attendance. In addition, the PCM regularly holds therapeutic sessions with students so that children can talk to him/her and so that s/he can learn about the challenges they face. “It’s a whole different world,” the PCM says. “I used to work with teens in high school and it is incredible how much greater the needs can be for elementary school kids. The types of services they can need are dramatic.” At Pan American Charter School, PCM Lidis Lugo, works with students between the ages of 8 and 13 that need additional support outside the classroom. Children are referred to Ms. Lugo if they are in danger of failing English and/or math, have received one or more suspension, or have less than 80% attendance. In addition, Ms. Lugo regularly holds therapeutic sessions with students so that children can talk to her and so that she can learn about the challenges they face. “It’s a whole different world,” she says. “I used to work with teens in high school and it is incredible how much greater the needs can be for elementary school kids. The types of services they can need are dramatic.” In order to address all of those needs, the PCM facilitates a Multi-Disciplinary Support Team (MDST), composed of teachers, the school guidance counselor, and other professionals involved with students to create an action plan for addressing student issues. In contrast to a traditional Individualized Education Plan (IEP), the MDST harnesses the relationship between the student and the PCM. The PCM acts as an advocate for the student, bringing the student’s voice and concerns into the conversation, while also ensuring that the student gets the maximum amount of attention and expertise from school staff in order to help them succeed academically. Parents are also actively included in the planning process to ensure that their expertise and input are incorporated into the plan. “As a PCM, I’m the parent’s eyes and ears in school. If children exhibit any problems I can forward this information to their parents and we develop a goal plan to get students to improve academically and behaviorally,” the PCM reports. (says Ms. Lugo) These young students participating in the PCM model receive extra support at a critical stage in their development. This support can take the form of finding a tutor, enrolling the student in an after-school program, investigating extracurricular activities, and/or providing referrals to other social supports that Congreso provides. The PCM model actively works to keep youth engaged in their education and continuing on their journey toward graduation.
|
This year, Congreso also piloted the PCM model in Exito, an alternative after-school program, at Edison High School. The Éxito program provides after-school tutoring and enrichment activities for 9th graders at Edison who have demonstrated behaviors that frequently correspond to dropping out. In addition to the extra academic assistance and extracurricular activities, many program participants were matched with a Primary Client Manager. According to findings by Research for Action, “students who were assigned case managers consistently described them as an important support in helping them address challenges in their lives.” These outside challenges many students face, which can include poverty, domestic and neighborhood violence, are major hurdles that frequently derail students in their quest toward their educational goals. Research for Action also found that, “all students with case managers spoke positively about their relationship with the case manager, describing them as caring, dependable and crediting them with helping them resolve problems and get back ‘on-track.’” This combination of a caring relationship, supportive counseling, and connection to diverse social services, helped students reconnect to school and imagine future possibilities. Through the PCM model, Primary Client Managers develop supportive and nurturing relationships with students, which allow them to collaboratively address the issues that affect the student’s personal life and academic performance. Prior to enrolling in the Exito program, 44% of students enrolled in the program exhibited at least one indicator of being on track to dropping out: less than 80% school attendance, suspensions, failing English, or failing math. At the time Research for Action performed their investigation, 91% of Éxito’s PCM students were on track toward promotion to the 10th grade. Integrating the innovative Primary Client Management model into educational settings is an important step toward improving the educational outcomes of young people in our community. Primary Client Managers work diligently with students around both educational and personal challenges. By addressing both sets of needs, and their intersections, Congreso believes the outcomes for both will improve. Congreso seeks to build the PCM model into a replicable tool to improve educational outcomes for students across the country. The integration of a full complement of support services, combined with nurturing relationships with positive adult role models into the academic setting, provides students with the guidance, resources and support they need to succeed. Congreso believes that this unique PCM model will enable struggling schools across the country to improve graduation rates and advance educational outcomes for all students. Balfanz, R. and Neild, R. 2006. Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia’s Drop-out Crisis 2000-2005. Project U-Turn, www.projectuturn.org. Research for Action. 2009. Congreso Edision Exito Program: Preliminary Findings for 2008-2009 School Year. Research for Action, www.researchforaction.org
|