MLK, Education Reform, and the CIS Model

 

The holistic approach to the function of education espoused by Dr. Martin Luther King Jr. is sorely lacking in today's legislative actions pertaining to educational reform.  While it is without a doubt that educational mandates such as the No Child Left Behind (NCLB) Act and Race To The Top (RTT)  have the intention of increasing schools' overall performance, improving teacher accountability, and fostering students' academic success, major flaws are apparent in both reform measures.
 

The No Child Left Behind Act, with its rigid standards, seems to  rely too  much on a single end-of-year score to determine whether a school is “passing” or “failing.” In addition, NCLB does not appear to take into consideration the diversity of schools and their student populations or factors outside of the school setting that might be equally contributory to the success, or lack thereof,  of its student population.  In addition, NCLB fails to recognize progress.  Let's be honest.  We all know that schools serving students from affluent populations were never at risk of being "left behind."  However, as a result of NCLB, low performing schools, located in under-served, impoverished areas that services disadvantage students, are being penalized  without consideration of the individual needs of the student population and without active measures to prevent these students from being "left behind."

Moreover, while Race to the Top (RTT) also has the intent of increasing students' achievement, its very name is indicative of competition.  Some would argue that having schools compete for federal dollars is just the spark needed to ignite the fires of education reform.  However, education should not be designed to be a competition.  Note that as the word competition denotes, If there is a winner, there has to be a loser.   Like NCLB, it appears that the "race" is stacked and schools winning the "race" are schools that already have the most resources and student success stories.  In the end, it is the student attending the school losing the race that suffers the consequences.

It is precisely because education is the road to equality and citizenship that it has been made more elusive….  - Dr. Martin Luther King, Jr.

 The Communities in Schools (CIS) model seeks to improve educational outcomes holistically, making high school graduation less elusive to at risk students. The CIS model is grounded in the concept that students can and will achieve when resources are tailored to not only address academic needs, but also to address factors outside of the school environment impacting students' lives. The CIS service model provides interventions by connecting students with community resources tp provide assistance at every level of need.  By addressing all of the students' needs, at risk students gain a more equal footing with their advantaged peers, thereby, increasing the likelihood of their success, socially, emotionally and academically.  Consequently, no child is left behind and every student reaches the top.

The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in school and achieve in life. For more information about the Communities in Schools model, our impact on students, and how you can help please contact us at:

Communities in Schools - Henry
70 Macon Street
McDonough, GA 30253
Phone: 678 432 4499

E-mail:  crystal.cohen@cis-henry.org

http://www.cis-henry.org/ 
CIS-GA:  http://www.cisga.org/cisgawpress/
CIS National:  http://www.communitiesinschools.org

Crystal Cohen is the Part-Time Site Coordinator at the Henry County Communities in School affiliate (CIS-Henry).  Her role at CIS-Henry includes coordinating services for students and their families, implementation/evaluation of school based programs, and  research/dissemination of evidence based practices that promote student achievement and parental engagement.  She is also a full-time graduate student at Clayton State University, completing a Master's of Psychology degree,  Applied Developmental Science Track.  Her expected graduation date is in 2014. 

  

There is little doubt that Martin Luther King Jr. would support a far different agenda: one that was supportive of teachers, integration, and equitable resources and conditions in inner city schools, - See more at: http://thediariesofalawstudent.blogspot.com/2012/01/martin-luther-king-jr-and-education.html?m=0#sthash.fzpC0nvj.dpuf

Impacting Achievement Through Mentoring

January has been designated as National Mentoring Month.  Established in 2002, National Mentoring Month focuses national attention on the need for mentors, as well as how each of us, individuals, businesses, government agencies, schools, faith communities, and nonprofit organizations, can work together to increase the number of mentors to assure positive outcomes for our young people.

What the Research Says About Mentoring

Research indicates that mentoring has a positive impact on grades and other academic indicators.  . Furthermore, students involved in a mentoring program have been shown to be less likely to have  instances of unexcused absences (Tierney et al., 1995; Aseltine, 2000).  It is easy to see the connection between a decrease in school absences and increased academic performance.  In addition, studies have shown that student participants in mentoring programs received the added benefit of an increased level of academic self-confidence (Rhodes & Grossman, 2000). In other words, these students begin to believe that they can achieve. 

In addition to affecting attendance and grades, mentoring has been shown to boost students' positive relational interactions.  Specifically, it has been found that mentoring improves relationships between youth and their parents, as well as youth and their teachers (Rhodes & Grossman, 2000).  Mentoring has also been shown to increase students' feeling of connectedness with his or her school itself (LoSciuto, Rajala, Townsend, & Taylor, 1996; Portwood & Ayres, 2005). This connectedness builds school pride and school engagement.   Consequently, the long term impact of mentoring can be seen in increases in student engagement and academic success, as well as students' social and emotional well-being. 

Communities in Schools & Mentoring  
(Communities in Schools, Research Brief: Mentoring: an effective level two service, 2013)

Mentoring is not just confined to January at Communities in Schools.  It is an intricate part of our efforts to help students achieve, academically, socially, and emotionally.  Mentoring is often implemented throughout the CIS network as a:"Level Two" service to help students meet their attendance, behavior and academic goals.  CIS identifies Level Two services as targeted and sustained interventions provided for specific students over an extended period of time. Mentoring is among the most common Level 2 service provided throughout the CIS network.  In line with evidence based practices, CIS utilizes a best practices approach to mentoring programs based upon the following 6 elements:

1. Recruitment

2. Screening
3. Training
4. Matching
5. Monitoring & Support
6. Closure

For  more information about how  the CIS model interfaces with mentoring programs, click this link :http://issuu.com/cishenry/docs/mentoring_-_an_effective_level_two_/0

How You Can Become a CIS-Henry Mentor

Volunteers are the cornerstone of Community In Schools mentoring programs. In Georgia, we rely on thousands each year to help us serve students and their families. To be a mentor, you don't need any special skills.  All that is needed is an ability to listen and to offer friendship, guidance, and encouragement to a young person. Also, you will be amazed by how much you will get out of the experience. 

While there are several approaches to mentoring used by CIS affiliates, CIS-Henry, currently utilizes a school-based approach to mentoring. School-based mentoring involves mentors meeting regularly with their mentees at their home school site (MENTOR, 2006).  Trained CIS-Henry mentors must commit to mentoring for one school semester., with a focus on a variety of social, emotional and academic issues of mentees based upon shared interests and needs. 

CIS-Henry is currently accepting volunteers for our pilot mentoring program at Henry County Middle School. Contact Bill Simons, CIS-Henry, Americorps Vista Youth Strategy Coordinator, to see how you can make a difference in a Henry County students' life.

For more information on CIS-Henry contact us at:

Communities in Schools - Henry
70 Macon Street
McDonough, GA 30253
Phone: 678 432 4499

E-mail:  crystal.cohen@cis-henry.org

http://www.cis-henry.org/

The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in school and achieve in life.

Watch our new video to find out how Communities In Schools is making a profound difference in the lives of 1.25 million children each year.

Crystal Cohen is the Part-Time Site Coordinator at the Henry County Communities in School affiliate (CIS-Henry).  Her role at CIS-Henry includes coordinating services for students and their families, implementating and evaluating programs and activities based upon the specific needs of each assigned schools, and  disseminating information regarding evidence based practices that promote student achievement and parental engagement.  She is also a full-time graduate student at Clayton State University completing a Master's of Psychology degree,  Applied Developmental Science Track.  Her expected graduation date is Summer 2014.