Sucess Stories
Case Studies
All names and identifying information in these case studies have been changed to protect the confidentiality of the students. However, the stories are an accurate description of the services that Communities In Schools – Bay Area provides students and families.
CIS staff referred Jason for supportive guidance and health and human services at the beginning of the year. Jason is a 14 year old, Hispanic male repeating the 7th grade due to failing grades, low TAKS scores and lack of attendance from the previous school year. He has already missed 9 days of school, has 9 tardies and 3 failing grades in core classes this year. Jason lives with his father, step-mother, older brother, two little step-sisters and an uncle. The family moves frequently because they often cannot afford rent or pay utility bills. Jason disclosed that he has had to go to court with his step-mother before to address eviction notices. Jason’s father is also currently unemployed and cannot afford transportation, which makes it even more difficult to find work.
Jason told CIS that he and his siblings have been in and out of CPS for several years. Jason disclosed that his biological mother was a prostitute and would often see clients while the kids were at home. Jason’s father was also physically abusive to Jason and his siblings and spent time in jail for burglary and assault during the spring semester of the 2009-2010 school year. Jason’s father still has custody of Jason and his siblings, but their biological mother is no longer in the picture.
Jason also disclosed to CIS that his father, uncle and male cousins are a part of a gang called the Chicano Legends. Each member has CL tattooed on their hands to show their membership. Jason has stated he has no interest in joining the gang, but it is difficult to motivate himself to come to school because he receives little support at home.
CIS plans to meet with Jason once a week for one-on-one support. CIS will help Jason create and achieve goals throughout the year, such as coming to school every day, getting to class on time and raising his grades. CIS also referred him to the Greater Gators Mentor Program, so he would be paired with another positive adult role model who can help motivate and encourage him. CIS has provided Jason with an alarm clock to prevent missing the bus in the morning. When he misses the bus, he has no alternative transportation to school and is absent the entire day. Parental contact on this issue has been particularly difficult, since the family’s phone is out of service and no one is home during the day for CIS staff to make a home visit.
CIS has also helped Jason get new school clothes, hygiene products, school supplies and food for the weekends. If these items were not provided, Jason would be coming to school in dirty and torn clothing, would not have the materials needed for class, and would be going home hungry. There is still a long way to go with improving Jason’s attitude about school, not to mention his attendance and academic records, but CIS is hopeful that, between multiple adult role models and meeting social service needs, positive results will be seen by the end of the year.
Lucy is 18 years old and practically living on her own. When Lucy turned 17, she made a decision to leave her parent’s home and never look back. Lucy’s home life was not an easy one. It would be better described as unstable and rocky. While living at home, her attendance was very poor and her behavior at school would often reflect that. She was often truant and missed many days of school. Because of this, Lucy was sent to court to speak with the DA. Lucky for her, they saw through the tough exterior and decided to give Lucy a chance.
This year, Lucy has been staying with a good friend. In the beginning of the year, Lucy was doing very well. She was attending all her classes, making good grades and looking forward to her future. Lucy has always wanted to join the Army, and as soon as she turned eighteen, she signed with them. Her goal was to graduate with her class and then go see the world.
One day, something happened with Lucy’s ride to school. The friend Lucy had been staying with lived across town and would always drop her off on her way to work. For some reason her friend was no longer able to do this and so Lucy began missing school. Lucy’s absences began to accumulate, again putting her in danger of losing her credits and having to go back to court. She did not want to transfer to another school because she was doing so well at ours and knew how close she was to graduating. Also, she knew she needed the most stable and structured environment in order to do well, and that was here at our school. Lucy understood she was losing precious time.
So, one day Lucy came to school and met with CIS and the support counselor. We discussed her options and services available. There was no one else for Lucy to stay with in our District and she did not want to stay in the local shelter. However, thanks to the assistance of District Transportation, there was a solution, although not the easiest one.
It was decided that Lucy would catch a metro near her friend’s house early in the morning, get on a connecting bus that would take her into Clear Lake, get off at the Park and Ride, catch a special CCISD bus that would bring her close to the school where she would then have to walk the rest of the way.
Even though this was a solution, she still would miss several classes due to timing. Because of this, her morning classes would now be considered “independent study” where she would work with her teachers and counselors to make sure all work was made up or turned in. The school simply wanted to give Lucy a chance to succeed. As stated before, Lucy did not have the traditional teenage life as many of her peers had, but her perseverance to do well and finish school in the face of so many obstacles was simply remarkable. There are still several months of school left, and maybe a few more future “bumps in the road” for Lucy, but I believe her determination to graduate will carry her through.