Every year, City Connects has a dozen or so Boston College graduate assistants who contribute to our work and share our knowledge.
“One of the best things about having graduate assistants is that they really become true collaborators and members of our team,” Claire Foley, City Connects’ Associate Director, says.
“They are involved in all the different phases of our work: research, implementation, and policy. That includes collecting and analyzing data, literature reviews, organizing a community event, or sharing our research at conferences.”
City Connects selects students from different Boston College programs including Counseling Psychology, Applied and Developmental Psychology, and MESA, the Measurement, Evaluation, Statistics, and Assessment program.
In addition to learning about the City Connects model, graduate assistants contribute their own intellectual curiosity about how the model works and what makes it effective for students.
One great example is Despina Petsagourakis, a doctoral student in Counseling Psychology at Boston College’s Lynch School of Education and Human Development.Continue reading →
The challenge is scaling this approach so it can reach more children, work that’s being done by the Center for Optimized Student Support at Boston College’s Lynch School of Education and Human Development. The center is home to City Connects.
The brief points to “a wide range of activities to address the complex and changing needs of children, youth, and families,” including the work that hundreds of schools do to provide “wraparound” services, have a “collective impact,” and fund community schools and “Promise Neighborhoods.”Continue reading →
It’s a new school year, so City Connects Coordinators are reinforcing existing relationships and building new ones.
At Catholic Central Elementary School, in Springfield, Ohio, where City Connects’ Coordinator Josh Richardt works, he tells students in pre-k through fifth grade, “I am so glad you’re in school today.”
There is also a sign hanging in the hallway that says, “You belong here.”
These messages weave students, especially new ones, firmly into the school’s fabric. And they build on a key finding from the developmental sciences: Relationships matter.Continue reading →
Recently, Danielle Morrissey, the City Connects Coordinator at Boston’s Thomas J. Kenny elementary school, brought the Kenny’s fifth graders to visit Boston College so that they could see what college is all about.
“The goal was to motivate and provide a learning opportunity for the students to further understand why we are talking so much about Perseverance, Responsibility, Integrity, Dedication to your Education, and Effort (our PRIDE values) and how their future is connected to these values,” Morrissey says. Continue reading →
City Connects is going to the ASCA Annual Conference, which is being held in Boston from June 29 to July 2, 2019. ASCA is the American School Counselor Association.
City Connects will have a booth at the event, and we hope readers of this blog will come see us.
In addition, Lianzhe Zheng, a doctoral student in the Counseling Psychology program at Boston College’s Lynch School of Education and Human Development, will speak at a session called “Positive School Climate for Immigrant Students” which will cover how the challenges that these students face are associated with mental and physical health problems that can hurt their academic performance.
“At the Lynch School, sharing what we know is an essential part of our work. And City Connects is excited to have a booth at this year’s ASCA Conference in Boston” said Ryan Hand, City Connects’ Communications Manager. “We are looking forward to spreading the word about our evidence-based practice for school counselors, and we invite any attendees of the conference to drop by!”
In this book, Weiss and Reville call on schools and communities to stop failing by creating “systems ofintegrated student supports (ISS) for all children.”
The two authors say it is crucial to create ISS systems that support the whole child — like City Connects and others in the field — because of the nation’s history of mediocre policy achievements.
“Decades of education reform efforts have yielded modest if any improvements in most places where poverty is present,” they write. “To be sure, there are outliers, schools and individuals defying the odds, but on average, we still have an iron-clad correlation between socioeconomic status and education achievement and attainment.”Continue reading →
By the time Elizabeth McKernan graduated from Boston College in 2018, she had been a student teacher at Brighton High School, Milton High School, and Waltham High School.
In her senior year, she was already taking graduate school classes at Boston College’s Lynch School of Education and Human Development and working on her master’s degree, and she was determined to have an impact on students.
“That’s always been my perspective on teaching: If I can make one student’s life a little bit better then I’m doing it right,” she says.
“As a new high school teacher, I paid attention when educators, mayors, and Patriots players gathered before the Joint Committee on Education last month to testify on behalf of high needs students in Massachusetts.Continue reading →
A new policy brief, written by our colleagues at Boston College’s Center for Optimized Student Support, shares the lessons of City Connects with policymakers, explaining how integrated student support can ignite success even when students face poverty, mental health challenges, traumatic experiences, and other out-of-school burdens.
“When leaders examine the existing tangle of programs, services, agencies, and funding streams in the context of deep needs among children and persistent academic achievement and opportunity gaps, impactful ways to transform chaotic service delivery systems are often hard to identify and harder to realize.”
Fortunately, over the last fifteen years, “insights from the sciences of child and youth development, experimentation in communities, and mounting outcomes data point to an approach that is producing results: integrated student support.”Continue reading →