YABC’s Philosophy Statement
Our Vision
YABC at James Monroe Educational Campus along with families and our community-based organization, Good Shepherd Services, envision a program that will empower our young adults to become life long learners, positive role models and active participants in society. We will provide an educational component that ensures quality education, embeds exemplary technology skills and enhance student performance. In addition, we will incorporate a curriculum that utilizes measurable, effective practices and strategies in the classroom to meet the academic needs of individual students. Students will be encouraged to participate in job skills, development activities, such as workshops, seminars, lectures, field trips, paid and volunteer internship to support their personal needs. Students will acquire the knowledge, attitudes, and skills need to function effectively in a culturally diverse society. To prepare for the future, we will work with students to develop post high school plans that will include short and long term goal setting. By offering such a strong foundation, we hope that this will broaden the scope of opportunities available to students which will ultimately enhance their lives and the community as a whole.
YABC at James Monroe Educational Campus along with families and our community-based organization, Good Shepherd Services, envision a program that will empower our young adults to become life long learners, positive role models and active participants in society. We will provide an educational component that ensures quality education, embeds exemplary technology skills and enhance student performance. In addition, we will incorporate a curriculum that utilizes measurable, effective practices and strategies in the classroom to meet the academic needs of individual students. Students will be encouraged to participate in job skills, development activities, such as workshops, seminars, lectures, field trips, paid and volunteer internship to support their personal needs. Students will acquire the knowledge, attitudes, and skills need to function effectively in a culturally diverse society. To prepare for the future, we will work with students to develop post high school plans that will include short and long term goal setting. By offering such a strong foundation, we hope that this will broaden the scope of opportunities available to students which will ultimately enhance their lives and the community as a whole.
YABC Analysis of Services
YABC relies on and supports students through use of the “Primary Person Model/System.” Most YABC programs use a case-management approach, in which a primary counselor is paired with a D.O.E. counselor, to support a cohort of students. Counselors collaborate on assessing, planning, and implementing all student services rendered and needed. In addition to these two counselors who initiate frequent, ongoing interaction (a minimum of one meeting per month with students to discuss academic progress, review goals, and address personal/social issues), the case management team meet weekly to evaluate progress and assess student needs in each case load. The primary counselors help students overcome graduation obstacles (frequently not on grade level and often have adult responsibilities that make studying and completing school demands difficult), and establish and reach short and long term goals, college application process, and job readiness. YABC program consists of structured support, strong monitoring systems, strong working relationships with adults (with strong communication skills, high expectations, and continued interest, often extending past graduation) which create an environment for students to be treated as adults, with effective communication and continual follow-up.
At YABC, data is reviewed regularly to identify attendance issues and determine what the contributing factors are in order to address gaps and patterns. Two data reports are generated from the NYC Department of Education attendance system, providing a cumulative number of weekly absences and number of weekly cuts. These data reports help staff address attendance issues quickly and effectively. Collaboration referred to as “case conferencing” consists of directors, the assistant principal, social workers, counselors, teachers, as well as the learning to work (LTW) program director and LTW staff along with partnerships with Good Shepherd Services (other partnership associations as well such as with Big Brother/Big Sister, Alcoholics Anonymous, and Planned Parenthood) coming together to discuss student academic performance/attendance. During the meetings it is determined whether or not additional services, support, and/or intervention is needed, and an action plan is developed. Phone calls, letters, home visits, as well as one-on-one meetings also ensure student support. Data such as regents’ scores, attendance, and credit accumulation rates are all used to determine interventions and outcomes.
While YABC does not follow the ASCA standards/methods per se, its system of monitoring student progress (attendance, grades, etc.) is effective in their perspective. From my perspective, based on my experience working as an intern at YABC, their system of ensuring that every student receives the support necessary to succeed, methods in which progress is monitored, and gaps are addressed, are effective.
(Information taken from Young Adult Borough Center Model: Reconnecting to School and the Future by the NYC Department of Education)
At YABC, data is reviewed regularly to identify attendance issues and determine what the contributing factors are in order to address gaps and patterns. Two data reports are generated from the NYC Department of Education attendance system, providing a cumulative number of weekly absences and number of weekly cuts. These data reports help staff address attendance issues quickly and effectively. Collaboration referred to as “case conferencing” consists of directors, the assistant principal, social workers, counselors, teachers, as well as the learning to work (LTW) program director and LTW staff along with partnerships with Good Shepherd Services (other partnership associations as well such as with Big Brother/Big Sister, Alcoholics Anonymous, and Planned Parenthood) coming together to discuss student academic performance/attendance. During the meetings it is determined whether or not additional services, support, and/or intervention is needed, and an action plan is developed. Phone calls, letters, home visits, as well as one-on-one meetings also ensure student support. Data such as regents’ scores, attendance, and credit accumulation rates are all used to determine interventions and outcomes.
While YABC does not follow the ASCA standards/methods per se, its system of monitoring student progress (attendance, grades, etc.) is effective in their perspective. From my perspective, based on my experience working as an intern at YABC, their system of ensuring that every student receives the support necessary to succeed, methods in which progress is monitored, and gaps are addressed, are effective.
(Information taken from Young Adult Borough Center Model: Reconnecting to School and the Future by the NYC Department of Education)