Intervention

Research shows that one core course failure in the 9th grade decreases one’s chance of graduating by 20%, and this decrease continues for each additional course failure. Because the 9th grade year serves as a predictor of future success, CYC implements a hybrid model of service that combines direct service to students (academic monitoring, skill-building training, advocacy) with capacity building in schools so that all 9th graders can move to 10th grade on time by credit.

Emphasis is placed on students with 1-2 course failures who are not receiving other school and community resources but need additional support and tutoring to remain engaged and on track. The Response to Intervention Framework# helps to identify students and shepherd all youth from the 9th to 10th grade on time by credit. This framework places in-school youth into three categories: Universal (no Fs, traditional support systems in place), Targeted (1-2 Fs, in-school support necessary), and Intensive (3+ Fs, expert and community support necessary). CYC primarily works with those who fall into the Universal and Targeted categories. Programs primarily take place during the school year and include the following activities:

• A. Work with Students
  Present information to all 9th graders on importance of credit, grades and attendance
  Meet bi-weekly with students that have 1-2 course failures
  Assess student needs and identify academic interventions: study skills, organization, relevance, social skills, and future awareness
  
  
• B. Collaboration with Teachers, Building Staff, and Community Partners
  Communicate with teachers to determine student gaps in credit attainment
  Conduct meetings to discuss successes, needs, and supports for 1-2 F students
  Create linkages with other providers, particularly for intensive students
  
  
• C. Collaboration with APEX (online credit recovery curriculum) Administrators
  Act as liaison between teachers and the APEX administrators
  Work with APEX and school administrators to create efficiencies, structure, and deadlines
  
  
• D. Parental Involvement
  Include parental signature on each action plan
  Make phone calls home regarding Homework Support Center, attendance, and academics