Anthony: Futures Academy
People labeled Anthony a troublemaker early in his school career after some mistakes he made in seventh grade. He often felt wrongly accused because of this reputation, and the school even expelled him for his perceived defiance. Once he had left school, he was going to stay away, especially after the death of his close friend. His father was not a part of his life and his mother did her best to support him, but he was just about done with education. Then a friend told him about Futures Academy. The friend told Anthony this school was different and the teachers were supportive. They did not hold your past against you – they just wanted you to succeed. While Anthony was considering his next step, his son Sebastian was born. “I told myself I wouldn’t be like my dad, and I would always be there for my son.”
Although Anthony was skeptical at first, once he spent time at Futures Academy, he realized what his friend said was true. The Futures staff provided him with the resources and support he had been seeking for a long time. He kept going to class, studying, and started attending classes at Pickens Tech to learn about computer-aided drafting. He did this while working to support his son and himself, managing part time childcare, and helping his mother with his younger siblings. He became the first in his family to go to college. He earned his certificate in AutoCAD and did so well that his teacher encouraged him to help others in the class. Futures has recognized him as a model student and he recently spoke on a panel to help other students who are considering college. He stayed connected to his uncle, who also got into a lot of trouble but was a big influence in Anthony’s life and godfather to his son, and they have challenged each other to get their GEDs. He is a great dad and continues to work hard each day. Anthony has plans to take his willingness to help others further and hopes someday to be a teacher. According to Anthony, “Futures gave me a fresh start. They were there for whatever I needed. If I was down, they helped pick me up. They gave me opportunities I never thought possible.”
Karen: Corps for a Change Program
Karen is a thoughtful, caring, intelligent person. She began high school at Thomas Jefferson, but it felt too big for her. It was really hard to get any help or attention when she was struggling with personal problems. Her friends told her about Colorado High School Charter (CHSC), but she was still hesitant. Instead she enrolled in Emily Griffith, but she found that wasn’t a good fit either. She then decided to give CHSC a chance. As soon as she walked in the door she felt comfortable and really appreciated the staff asking her what she needed from the very start. She worked with a few different CYC staff members at CHSC throughout her time there and they became an integral part to her success. They were always there when she needed someone to talk to or needed an extra push to get to class and get her work done. When describing what it was like having Sinead as her student advocate, now CYC’s Corps for a Change program coordinator, Karen says “it was an amazing experience, it was the support I needed and possibly that other youth needed as well. I know she was very loved throughout the whole school. I could go to her and talk to her no matter what I needed.” Karen graduated in two years. When asked where she thinks she would be now if she didn’t find CYC and CHSC, she says “I probably would have never graduated and still be working in a hotel or doing landscaping.”
A couple months after Karen graduated, she applied and was accepted to CYC’s AmeriCorps program, Corps for a Change. Karen was really nervous, she knew the CYC AmeriCorps manager, Vanessa, but she really wanted to prove herself beyond what CYC knew of her as a student.
While there was definitely a transition period for Karen, she really did prove herself. Karen was an incredible advocate for the students she worked with during her first year as an AmeriCorps member. Karen was able to really connect with the students because of her perspective and the barriers she had overcome. There were times when she was even younger than some of the students she had on her caseload. The parents of her students would often use Karen as an example of what was possible for their children.
After finishing her first term of service with Corps for a Change, Karen went and explored other opportunities. However, now she is back again and doing another year of service in CYC’s Corps for a Change program. Everyone at CYC was thrilled to see her come back. She is a part of the CYC community and team. During her first term, she worked with CYC’s Reengagement team in Aurora. Now she has been placed at Urban Peak working with youth experiencing homelessness. When asked why she wanted to do the CYC Corps for a Change program for not just one, but two years of service, she said “CYC impacted my education in such a positive way that when I heard that I could serve with CYC through AmeriCorps I was like yes! Being able to help students in the way that CYC helped me is probably the most fulfilling thing I have ever done in my life.” She wants to center her career on education and help youth that are misunderstood more than anything. After AmeriCorps, her goal is to one day have a full-time position with CYC. She loves CYC, she loves that CYC helps youth who are facing many different barriers, and she truly believes – as CYC does – that every young person can be successful.
Antoine: Reengagement Program
In 2014, when Antoine was 16, his family moved to the United States from Uganda as refugees. Antoine was born in Congo, but his family was forced to leave after internal conflicts broke out throughout the country. The Niyonshuti family moved to Uganda, where Antoine received most of his education. However, Antoine’s parents wanted more for their children – so they moved to the United States to Denver, Colorado.
It was in Denver that Antoine attended George Washington High School, where he faced new challenges like speaking English, having an accent, and making friends after moving across the world. Although most of Antoine’s Ugandan transcript was transferable, he still needed to pass two more classes to attain his high school diploma. The classes were offered via online courses through Denver Public Schools, but Antoine had trouble with the online structure and the lack of in-person interaction. Before he knew it, the classes were over, but he hadn’t finished. Antoine was confused about what to do and began to feel helpless.
It was then that America, a CYC Reengagement Specialist, reached out to Antoine and his family and asked if he would like her help getting back into school and finishing what he started. Antoine met with America right away because he felt like he could still live out his dream of becoming an engineer. When America told Antoine about North Engagement Center (NEC) and then toured the school, he felt like he found the right fit. NEC was close to his job and the class times offered worked with his work schedule – he became eager to enroll. Once classes started, Antoine was comfortable asking for help and also felt a lot of support from the staff and principal, Teresa Steele. After one quarter, Antoine graduated with his high school diploma.
Antoine is very thankful to America for helping him move forward with his education. “If it weren’t for America, I don’t think I would have my diploma,” said Antoine. Antoine plans on applying to college and intends on majoring in engineering and aspires to work with engines and planes.
DiorJonea': Reengagement Program
DiorJonea’ didn’t want to leave the state she called home, her friends, her basketball and track teammates or her high school, but she and her mom were moving to Colorado to be near her sister. She started going to an early college tech school, but there was no structure and she started falling behind. She dropped out of school. She planned to go back eventually, but didn’t know how to find the right school.
A few months later, Rachael, a CYC Educational Outreach Specialist, called her and asked if she wanted to go back to school. At first she wasn’t going to even call Rachael back, but her mom pushed her to call her. She finally did and they set up a time to meet. She was so nervous to meet with Rachael. She really wanted to graduate this school year, but wasn’t sure if it was possible. The meeting wasn’t that bad and Rachael gave her a few different school options to think about. When she heard about DC-21, it seemed like it could be a good fit. They were lucky enough to be able to visit the school that day and as soon as DiorJonea’ walked through the doors she liked it. She enrolled that day.
Since working with Rachael and attending DC-21, DiorJonea’ has excelled in school. She says “every day I walk into the building and (the Principal), Mr. Simmons, tells me I am a queen and a scholar.” This kind of support means the world to DiorJonea’. Last quarter she made honor roll and is on track to make it again. She beams with pride as we look over her grades. She has all As and she will graduate with her high school diploma in January. She will be the first in her family to graduate from high school. Her family has played a big part in her motivation. Although two of her brothers are incarcerated, she says they push her the hardest. They are always checking in to see how she’s doing in school and they make her send pictures of her grades.
Both Rachael and her DiorJonea’s counselor at DC-21 say they have seen her attitude change a lot too. If she has a question or needs help, she will reach out to her teachers and the other staff.
DiorJonea’s goal is to move back to Texas and go to college and become a nurse. There is no doubt that she will reach these goals.
Jazmin: Reengagement Program
Jazmin often missed school because she was sick. She’s extremely allergic to smoke and many different foods. “Since I was sick at home by myself so often, I would get really depressed,” said Jazmin. When she was able to go to school, she never knew what was going on in class. Trying to catch up seemed impossible. There were times when teachers would really try to support Jazmin, but then it felt like they just stopped believing in her.
At one point, Jazmin tried an online program, but it was hard to find the assignments and the support she needed wasn’t there. She didn’t receive any credit for an entire year. She knew she needed to find a different option. That’s when the Principal at Broomfield High School told her to speak with Rachael, a CYC Educational Outreach Specialist. When Rachael called Jazmin, she instantly felt supported and finally felt like she was going to start moving forward with her life and her education.
Jazmin had very few credits and so she and Rachael discussed going to Arapahoe Ridge High School (ARHS). ARHS allows students to go at a faster pace in order to receive more credits. “I was nervous at first, but I really like it now,” said Jazmin. The teachers are her favorite part. “They are all fun people with different personalities and they know how to deal with all the students.”
Jazmin is so thankful for Rachael. Rachael always makes sure that any decisions about Jazmin’s education and her life are her own. “She makes me understand that all options are still open.”
When asked what success looks like to her, Jazmin says “success to me is graduating from high school! I am telling myself that I want to do it, therefore I have to. I push through the pain of being sick. I walk a mile and a half to the bus stop every morning to catch the seven o’clock bus. Sometimes when I walk to the bus I feel frozen, but I am motivated by the work I am going to do at school that day.” After high school, Jazmin wants to go to Naropa University and become a novelist.
Monique: Educational Intervention Program
Transitioning to high school from middle school is hard. It doesn’t matter who you are. While Monique had a lot of her friends make the transition with her, walking into a school with over a thousand students was overwhelming. She felt lost and scared. There was so much homework and finding a silent place to study at home with her mom, dad, 3 siblings and her niece was difficult. Monique also got sucked into the “fun” of ditching class, it seemed like everyone was doing it so why not. She started failing a couple of her classes and she didn’t know what to do; overwhelmed from getting so behind left her feeling helpless. She couldn’t see a way out.
Monique started working with Emily, a CYC Educational Intervention Specialist, and slowly started to turn things around. When Emily and Monique started working together, Emily didn’t even bring up grades because the instant they were mentioned Monique shutdown. The second semester of her freshman year, her goal was to pass all her classes. She worked hard and began to gain faith in her ability to do her work. She met her goal and passed all her classes.
Now in her sophomore year, Monique even checks her grades on her own. Monique says “ last year, the thought of wasting my lunch time to do homework was crazy to me, but now I pretty much do homework during lunch every day. I care about my grades.” Monique and Emily beam with pride as they announce that Monique has no missing assignments, great attendance and all Bs and As. She stays after school every day to get her homework done. She also joined student council last year and while she was hesitant at first, she loves it now. It pushed her to make new friends and has made her involved with her school in many different ways. She loves her school now! Her favorite class this year is Biology. Her goal is to attend college at Colorado University. When asked who she wants to make proud, she says “my mom.” Emily says “it’s been so amazing to watch Monique grow. I’m so proud of her and it’s so great to be able to see her relax and have fun in high school while staying on top of her grades and her attendance.”
Jesse: Reengagement Program
Sometimes all it takes is a little extra support and perseverance. In 2015, Jesse came across Julissa’s list of students who dropped out of Emily Griffith High School. Emily Griffith just didn’t have enough structure for Jesse and he ended up not obtaining any credits during the time he spent there. Jesse really just needed someone to support him and stay persistent.
CYC's model was the perfect fit for Jesse. Julissa met with him and his mom and they figured out a plan. Initially, Julissa enrolled Jesse in Justice High School because it was the only good fit that was enrolling at the time. While it was great to get Jesse back into school right away, he decided it was not the best long-term fit. He advocated for himself and enrolled in the Contemporary Learning Academy. Jesse became committed to his education and determined to graduate with a high school diploma.
Jesse graduated last May. He is currently working to support himself.
Colorado Reading Corps
The first day I was in my Colorado Reading Corps first grade classroom, I was introduced to a young boy named Sid. He greeted me in the classroom with a huge smile and hug and immediately started asking questions. When I told him my name, he quickly replied “No…what is your superhero name!?” I laughed to buy some time and then replied, “Well Sid, that is a good question. Maybe you can help me think of a name.” He nodded and smiled and then went back to his desk.
My one-on-one work with Sid began with letter/sound correspondence and within two months he’d moved onto blending words. He was really struggling in the second section of our curriculum – specifically with letter recognition and phonics – but we carried on with daily one-on-one tutoring sessions.
One day Sid was feeling down because we had been on the same page of curriculum for nearly two weeks. I wasn’t sure how to cheer him up but then our first meeting came back to me, and I said, “hey buddy, I have an idea for how we can read this page quickly and accurately.” He looked up at me in a sad voice and said, “ok, what is it?” I took out my cellphone and pretended to dial a number. All of the sudden Sid jumped out of his chair and nearly screamed, “what are we doing!? We get to use a cellphone to help us read!?” I laughed and said, “Sort of. I just dialed your friend Flash. He said he could help you read quickly since he is a superhero who is really, really fast at things. Sound good?” Sid screamed, “YES! I LOVE FLASH!! Ok, I’m ready! I’m ready to read!”
It turned out that pretending to call a superhero really helps students read quickly and accurately! For the next few weeks, Sid and I pretended to call a superhero friend, who helped us read fast and move forward. These various superheroes gave Sid new kinds of power and confidence in a creative way.
Sig is now reading on grade level with his peers and thriving in school.