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ERIC Number: ED356445
Record Type: Non-Journal
Publication Date: 1992-Jul-7
Pages: 58
Abstractor: N/A
Reference Count: N/A
Project Achieve Transition Services (PATS) 1991-92. OREA Report.
Gottlieb, Nina
Project Achieve Transition Services (PATS) was designed to extend support services, instructional enhancements, and family outreach to targeted high school students and their parents, using a case management/team approach. Initiated at seven schools in the first year of the program, PATS is specifically geared to meet the needs of late-entry students. Data for the description of the program were derived from progress reports, interviews, and observations. The program was implemented utilizing a case management approach with a team ombudsperson coordinating the efforts of a family worker, educational assistant, counselor, and teachers to provide an array of enhanced instructional services for the students and workshops and family outreach for parents. Responses indicated that the program had had a significant impact, speeding up and streamlining intake and registration procedures, providing systematic orientation activities, and facilitating medical needs. Findings indicated the program had successfully involved parents, orienting them to American culture and providing them with information regarding education and other matters that are especially helpful to new immigrants. The case management/team approach seemed to be effective in developing individualized, holistic approaches to meeting students' needs. Finally, the students in the program are, on the whole, succeeding. Based on these findings recommendations are made, including that the feasibility of establishing PATS homerooms or official classes be considered. (ABL)
Office of Research, Evaluation, and Assessment, 110 Livingston St., Room 740, Brooklyn, New York 11201.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.