Using the Community Schools Forward project’s Essentials for Community School Transformation, Phipps Neighborhoods has implemented a high school model focused on building pathways for students’ college and career readiness. This involves collaboration among the three community school high schools—East Bronx Academy of the Future (EBA), The Metropolitan High School, and Wings Academy—along with workforce development youth programs, the data, evaluation, and learning team, and the college access program. Together, they have worked to shape a unified approach to meet the needs of their students, based on feedback and concerns from the students themselves.

In the fall of 2023, it became clear that a consolidated approach to integrated services for high school students was necessary. This realization arose from the overlapping services already being provided at the high schools. To address this, staff began collaborating to streamline services, co-facilitate workshops, create post-secondary plans, and offer tailored career opportunities for students.

The process began by envisioning a continuum of services that would bridge the gap between summer bridge programs for 9th and 10th-grade students, as well as those in the younger youth Summer Youth Employment Program (SYEP). During these summer programs, student advocates from community schools, college advisors from the college access team, and project-based learning facilitators from the workforce team co-created curriculum, planned, and co-facilitated sessions. These sessions focused on building habits for a successful transition to high school, exploring careers, and increasing college awareness. This dynamic team approach provided students with a variety of perspectives and a wealth of resources to explore.

During the school year, staff across community schools continue to support these students, beginning the process of developing post-secondary plans that outline educational and vocational goals, as well as the steps required to achieve them. The data team played a key role in creating a pathway in Salesforce to store, access, share, and retain this information.

Additionally, each school participates in the DYCD Work Learn Grow program, a 22-week paid internship, which allows select students (usually aged 16-17) to take a provider-based class on work readiness and a CUNY college credit-bearing course, followed by a work site internship. Once again, the Community School Directors (CSDs), principals, student advocates, and workforce team work together to ensure that enrolled students meet the program’s requirements. If challenges arise, students and families are invited to discuss their concerns and explore available supports. Based on individual needs, students may receive additional services, such as mental health referrals, tutoring, and case management. After completing their internships, these students are better prepared for future work-based opportunities that align with their career goals.

This approach exemplifies the Essentials for Community School Transformation. It fosters collaborative leadership among school administrators, community school teams, and partner programs, all focused on addressing students’ needs and achieving positive outcomes. The model provides expanded and enriched learning opportunities through co-created and co-facilitated college access and career awareness programs. Student and family feedback has helped shape a continuous flow of services, from the start of 9th grade through graduation. The integrated support system—illustrated by tracking post-secondary plans and involving student advocates (success mentors) and college advisors—ensures that students’ needs are met and appropriate referrals are made. By involving multiple caring adults, such as CSDs, student advocates, college advisors, and facilitators, an intricate system of belonging and safety is created for all students.

For more information, please contact Joe Vereen, cstac@fordham.edu.