May 2003

(Editor's note: The following article is reprinted from Safe Passages' "Bringing together what works for kids" newsletter)

Joseph is a 6th grader who transferred to Oakland's Carter Middle School from another school. When he arrived at Carter, he was assigned a probation officer, therapist, CPS social worker, Discipline Hearing Panel (DHP) case manager, and underwent two failed special education assessments. Because Joseph has severe ADHD, he was not able to sit through an entire class period, impeding both his teacher's ability to work with him and his own chances at academic success.

Joseph began making progress when he was assigned a case manager at school named Marian Meadows.

These were the steps that led Joseph toward reaching his full potential:

• A Student Success Team of parents, teachers, and support staff met to determine the best course of action for Joseph;
• By establishing trust with Joseph's parents, the school was able to work with them to create a plan that would address his learning difficulties due to the ADHD;
• Ms. Meadows worked with Joseph's DHP case manager to research placement options;
• Ms. Meadows worked with Joseph's therapist, CPS social worker, and probation officer in supplementing the juvenile probation department court report to recommend a smaller, more structured academic environment for Joseph.

The result: Joseph was recommended for a smaller, more structured educational setting where his learning difficulties could be appropriately addressed. With the help of Ms. Meadows and the collaboration of his support team, Joseph is on a track for success.

When asked what makes the Safe Passages/OUR KIDS model so successful, Marian Meadows responded, "I have found that students feel safer, more supported, and have greater access to options when a systems-savvy adult advocates and builds relationships on behalf of the student and their family."

"The case management process gives families more direct access to school and outside services and provides the family with a strengths-based liaison to help them navigate often incredibly confusing systems. The case management model builds bridges and increases trust between the family, school, and community. The results are better served students and families, more efficient processes at the school, and increased investment from all partners in using this model to provide services to students and families."

Successful outcomes also depend on the dedication of each case manager to work with both their students and other staff, which Ms. Meadows clearly demonstrates in her work.

Enrique Flores, assistant principal for Carter Middle School, said of Ms. Meadows, "She stays late hours helping staff members with work related issues as well as serving as a counselor to some of our teachers who are feeling particularly stressed. She has created the Family Support Team (FST) program here at school that allows teachers to identify students who are in need and strategize as to how we can help them as a school. She truly comes to school hoping that she will positively affect the life of a student here."

The case of "Joseph" is not uncommon, and the efforts of Ms. Meadows, though outstanding, are not necessarily unusual. Joseph's story is a great example of the way case managers are going above and beyond the call of duty to deliver services to youth regardless of what it takes. Carter Middle School is one of seven middle schools in the Oakland Unified School District (including Frick, Lowell, Madison, Havenscourt, Simmons, and King Estates) that are part of Safe Passages Middle School Strategy. Each school has a dedicated case manager on site. These case managers are jointly funded and supervised by the OUSD and Alameda County's OUR KIDS program.

Students are referred to case managers by school-based staff and administration. The target populations are youth who are getting suspended, displaying serious behavior problems, or are otherwise coming to the attention of the staff due to special needs and/or other disciplinary problems. Targeted interventions are set up to help guide the young people and provide them with as many supports and opportunities as they need to help them succeed.

"Children have benefited from having these case managers on site," says Luis Vergara, senior policy associate with Safe Passages. "They serve not only as a frontline person who can be easily identified, but they are also providing a service that is key to the success of those kids who are hardest to reach."

Targeted intervention involves collaboration among the County of Alameda's OUR KIDS project and Behavioral Health Care Services, as well as Oakland Unified School District and Safe Passages. The targeted intervention component of the Safe Passages Middle School Strategy is an example of how much can be accomplished when public agencies work together.

For more information about the Safe Passages Middle School Strategy, please contact Luis Vergara at (510) 637-0446. To visit Safe Passages website, click here. For more information on this website about Safe Passages, click here. For additional articles on this website about youth violence strategies, click here.