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Project A.F.F.I.R.M.

Project A.F.F.I.R.M. (Academy For Future, Inspired Role Models)

Project A.F.F.I.R.M. is an Alternative High School program designed to ensure that students receive a quality and relevant education and they develop mentally, physically and emotionally into healthy individuals. “We want to do more than just teach academics. We want to teach them how to be good people, and that is through example,” stated Mrs. Diane Davis, Project A.F.F.I.R.M. teacher. Here, at CCYD, we practice by doing, and we strive for excellence!

The school features small classes, which allow students to receive small group instruction. Teachers devise individualized educational plans that are aligned with New Jersey Core Curriculum Content Standards. The students are referred by their schools, their parents or they can decide themselves to come here. The final decision, however, is up to the Board of Education.

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Statistics
Statistics for the 2004-2005 Academic Year. 60% of the students made the honor roll list for the first time. 75% of the students improved in Reading and Math skills. 80% of students attend classes regularly.

Statistics

Statistics for the 2004-2005 Academic Year.

60% of the students made the honor roll list for the first time.
75% of the students improved in Reading and Math skills.
80% of students attend classes regularly.

Proud Accomplishments
Rosa Vazquez The following is an excerpt from an interview conducted by Esmeralda Doublette, Graduate Student Intern at CCYD, June 2005. ED. Could you tell me your name, age, and where you live in Camden? RV. I am Rosa Vazquez and I am 17. I am from downtown Camden. ED. How long have you been a student with Project A.F.F.I.R.M.? RV. Two years, and I just graduated this month. ED. Congratulations! RV. Thank you. (Laughs) ED. How were you referred to Project A.F.F.I.R.M.? RV. I got kicked out of my school (Camden High School), and a few days later I received a call from CCYD. They interviewed me, and I liked it. So, I came here. ED. What was going on in your life before you got here? RV. I was not going to school, acting up. ED. Did you have trouble adjusting to the new setting? RV. No. I had fun as soon as I came here. I had no problems because of the way it is. They are nice people. One of the main priorities for all our programs at CCYD is to have students connect with the school, and spark in them an interest for learning. ED. Was it odd for you to be taking classes on a college campus? Do you enjoy being on college campus? Why? RV. No, It was good. I liked it. It made me more mature. I enjoyed being on the campus. ED. Did you ever think about college before? What about now? RV. No I did not. Now I take everything seriously. ED. How has the program helped you? Are your grades better? Are you more interested in school? RV. It (Project A.F.F.I.R.M.) made me grow up, think more and take life seriously. My grades got a lot better, because I became more interested in school when I got here. I felt more comfortable with the students and the teachers. ED. Would you want to go to college now? RV. I would love to go to college. I will apply as soon as I get my High School Diploma from Camden High School. Even though students graduate from CCYD, they receive their official High School Diplomas from their sending High Schools. ED. How would you describe your relationship with you teachers? RV. We were close; it was a good relationship. Ms. D, she changed a lot of things for me: my attitude, everything. Because of her, I made it. I am here. Students and staff of CCYD affectionately refer to Ms. Diane Davis (Project A.F.F.I.R.M. Teacher) as Ms. D. ED. How has she helped you? RV. She was always behind me, pushing me. She helped me a lot. They all did. ED. Who are your mentors? How would you describe your relationship with your mentor? RV. Mrs. D. was my teacher and mentor. She was always there. We were close friends; everything I had to say, I would talk to her. She would always give me good advice. ED. Can you give an example where either your teacher or mentor has helped you get through a tough situation? RV. When I was stressing, going through some things, and I decided not to come back to school, they kept calling me and convinced me to come back. ED. Tell me about your work experience with Project A.F.F.I.R.M. RV. I was working at the City Hall Tax Office, filing and answering the phone. This was part of the program. I wanted to work and the school and teachers helped me get the job. I loved working at the Tax Office. Everyone treated me nice. I loved that job! The Tax Office was only during the school year, as part of the Project A.F.F.I.R.M. internship program. Rosa is now looking for summer employment. ED. Looking back, where do you think you would be if you were not in Project A.F.F.I.R.M.? RV. I would be in the streets or locked up, just messing around. ED. How has your attitude changed since being in this new school? How have you matured? RV. I changed a lot, my attitude, the way I used to think, the way I used to feel. They (Project A.F.F.I.R.M.) helped me get my High School Diploma and I thank them. I thank them a lot. I love this program. I used to stay in the street and now I don’t anymore. I started thinking beyond just the present moment. And I think about things before I do them. ED. Would you recommend Project A.F.F.I.R.M. to other students? RV. Yes I would. It is a good program. If it helped me, it can help anybody! ED. What are you future plans? RV. I want to be a Lawyer. I will get there by studying, hitting the books more. I want to go first to Camden Country College, and then transfer to Rutgers, get my undergraduate degree, and apply to Law School. I would want to practice Law in Camden. Rosa Vazquez is a 17-year-old, Project A.F.F.I.R.M. graduate. Rosa has dreams of becoming a lawyer and practicing in Camden.

Proud Accomplishments

Rosa Vazquez

The following is an excerpt from an interview conducted by Esmeralda Doublette, Graduate Student Intern at CCYD, June 2005.

ED. Could you tell me your name, age, and where you live in Camden?

RV. I am Rosa Vazquez and I am 17. I am from downtown Camden.

ED. How long have you been a student with Project A.F.F.I.R.M.?

RV. Two years, and I just graduated this month.

ED. Congratulations!

RV. Thank you. (Laughs)

ED. How were you referred to Project A.F.F.I.R.M.?

RV. I got kicked out of my school (Camden High School), and a few days later I received a call from CCYD. They interviewed me, and I liked it. So, I came here.

ED. What was going on in your life before you got here?

RV. I was not going to school, acting up.

ED. Did you have trouble adjusting to the new setting?

RV. No. I had fun as soon as I came here. I had no problems because of the way it is. They are nice people.

One of the main priorities for all our programs at CCYD is to have students connect with the school, and spark in them an interest for learning.

ED. Was it odd for you to be taking classes on a college campus? Do you enjoy being on college campus? Why?

RV. No, It was good. I liked it. It made me more mature. I enjoyed being on the campus.

ED. Did you ever think about college before? What about now?

RV. No I did not. Now I take everything seriously.

ED. How has the program helped you? Are your grades better? Are you more interested in school?

RV. It (Project A.F.F.I.R.M.) made me grow up, think more and take life seriously. My grades got a lot better, because I became more interested in school when I got here. I felt more comfortable with the students and the teachers.

ED. Would you want to go to college now?

RV. I would love to go to college. I will apply as soon as I get my High School Diploma from Camden High School.

Even though students graduate from CCYD, they receive their official High School Diplomas from their sending High Schools.

ED. How would you describe your relationship with you teachers?

RV. We were close; it was a good relationship. Ms. D, she changed a lot of things for me: my attitude, everything. Because of her, I made it. I am here.

Students and staff of CCYD affectionately refer to Ms. Diane Davis (Project A.F.F.I.R.M. Teacher) as Ms. D.

ED. How has she helped you?

RV. She was always behind me, pushing me. She helped me a lot. They all did.

ED. Who are your mentors? How would you describe your relationship with your mentor?

RV. Mrs. D. was my teacher and mentor. She was always there. We were close friends; everything I had to say, I would talk to her. She would always give me good advice.

ED. Can you give an example where either your teacher or mentor has helped you get through a tough situation?

RV. When I was stressing, going through some things, and I decided not to come back to school, they kept calling me and convinced me to come back.

ED. Tell me about your work experience with Project A.F.F.I.R.M.

RV. I was working at the City Hall Tax Office, filing and answering the phone. This was part of the program. I wanted to work and the school and teachers helped me get the job. I loved working at the Tax Office. Everyone treated me nice. I loved that job!

The Tax Office was only during the school year, as part of the Project A.F.F.I.R.M. internship program. Rosa is now looking for summer employment.

ED. Looking back, where do you think you would be if you were not in Project A.F.F.I.R.M.?

RV. I would be in the streets or locked up, just messing around.

ED. How has your attitude changed since being in this new school? How have you matured?

RV. I changed a lot, my attitude, the way I used to think, the way I used to feel. They (Project A.F.F.I.R.M.) helped me get my High School Diploma and I thank them. I thank them a lot. I love this program. I used to stay in the street and now I don’t anymore. I started thinking beyond just the present moment. And I think about things before I do them.

ED. Would you recommend Project A.F.F.I.R.M. to other students?

RV. Yes I would. It is a good program. If it helped me, it can help anybody!

ED. What are you future plans?

RV. I want to be a Lawyer. I will get there by studying, hitting the books more. I want to go first to Camden Country College, and then transfer to Rutgers, get my undergraduate degree, and apply to Law School. I would want to practice Law in Camden.

Rosa Vazquez is a 17-year-old, Project A.F.F.I.R.M. graduate. Rosa has dreams of becoming a lawyer and practicing in Camden.

Educational Experiences
As part of their educational experience, students go on many class trips. This year they have been to: The Great Blacks in Wax Museum in MD New Jersey State Aquarium Dorney Park & Wild Water Kingdom in PA Dave & Buster’s in Philadelphia, PA Rutgers University Camden Campus Shakespeare Play

Educational Experiences

As part of their educational experience, students go on many class trips. This year they have been to:

The Great Blacks in Wax Museum in MD
New Jersey State Aquarium
Dorney Park & Wild Water Kingdom in PA
Dave & Buster’s in Philadelphia, PA
Rutgers University Camden Campus Shakespeare Play

Original Teaching Methods
Our curriculum is customized to the needs of each individual student. The staff is diverse in skill sets, and the teaching methods are unconventional. Project A.F.F.I.R.M. (and our other programs) uses community resources to add to the teaching environment. Classrooms are small, about 14 students this academic year (2004-2005). Our graduating senior class is the first Project A.F.F.I.R.M. class, and all five students are eligible for graduation. Project A.F.F.I.R.M. students from the 10 th grade to the 12 th grade spend most of their class time together. The school day starts at 11:000 a.m. and ends at 4:00 p.m. The students are in class between 11:00 a.m. and 2:00 p.m. on the Camden County College campus. At 2:00 p.m., they come to CCYD for their lunch period. The afternoon is reserved for elective courses, such as Cooking, Computers, and Arts on Mondays and Wednesdays, a mandatory Health class on Tuesdays, and Gym on Thursdays. On Fridays, school ends at 2:00 p.m. Our methods encourage learning and we value maintainin interest in our students. Project A.F.F.I.R.M. students thrive on consistency. According to their teacher, Mrs. Davis, “They love their routine; it gives them a sense of control and pride when they know what is expected of them, and are able to complete a task”. Routine provides stability to the students, which is something they often lack and thirst for in their lives outside of school. Comradeship is strongly encouraged among Project A.F.F.I.R.M. students. It empowers them and allows them to blossom with ease, socially and academically. They know the classroom is theirs, to learn and help each other succeed. Their social skills improve greatly with each step toward becoming great human beings. “Students will learn if they are taught right” noted Mrs. Davis.

Original Teaching Methods

Our curriculum is customized to the needs of each individual student. The staff is diverse in skill sets, and the teaching methods are unconventional. Project A.F.F.I.R.M. (and our other programs) uses community resources to add to the teaching environment.

Classrooms are small, about 14 students this academic year (2004-2005). Our graduating senior class is the first Project A.F.F.I.R.M. class, and all five students are eligible for graduation.

Project A.F.F.I.R.M. students from the 10 th grade to the 12 th grade spend most of their class time together. The school day starts at 11:000 a.m. and ends at 4:00 p.m. The students are in class between 11:00 a.m. and 2:00 p.m. on the Camden County College campus. At 2:00 p.m., they come to CCYD for their lunch period. The afternoon is reserved for elective courses, such as Cooking, Computers, and Arts on Mondays and Wednesdays, a mandatory Health class on Tuesdays, and Gym on Thursdays. On Fridays, school ends at 2:00 p.m.

Our methods encourage learning and we value maintainin interest in our students. Project A.F.F.I.R.M. students thrive on consistency. According to their teacher, Mrs. Davis, “They love their routine; it gives them a sense of control and pride when they know what is expected of them, and are able to complete a task”. Routine provides stability to the students, which is something they often lack and thirst for in their lives outside of school.

Comradeship is strongly encouraged among Project A.F.F.I.R.M. students. It empowers them and allows them to blossom with ease, socially and academically. They know the classroom is theirs, to learn and help each other succeed. Their social skills improve greatly with each step toward becoming great human beings. “Students will learn if they are taught right” noted Mrs. Davis.

The Role of the Teacher's Aid
The Teacher’s Aid, Mr. Saleem Davis, wears many hats. He assists the students with their schoolwork, but most importantly, he is a mentor to them, a big brother. Due to his close rapport with the students, Mr. Davis serves also as case worker and draws up weekly status reports to turn into probation officers for those students on probation. Mr. Saleem is from a similar background as those students he mentors. He has lived through some comparable situations and is therefore able to understand and relate to these young people. He provides a positive outlook on whatever they are experiencing in their young lives. Mr. Saleem keeps them on the right path: “ You can be in the street but not of the street” (not to adopt the street culture and its traps). Because our students have such difficult backgrounds, we celebrate our successes and are grateful for them. However, we must also recognize our shortfalls and limitations and go on to help the next student. Mr. Saleem Davis puts it in these terms in an interview conducted in June 2005: Never, 'I told you so', because that would mean I would want them to fail. I can’t want them to fail; they are my future.” They trust their mentor, and he works closely with them on an academic and personal level. He prevents situations from escalating by making home visits and by encouraging students and their parents to stay involved.

The Role of the Teacher's Aid

The Teacher’s Aid, Mr. Saleem Davis, wears many hats. He assists the students with their schoolwork, but most importantly, he is a mentor to them, a big brother. Due to his close rapport with the students, Mr. Davis serves also as case worker and draws up weekly status reports to turn into probation officers for those students on probation.

Mr. Saleem is from a similar background as those students he mentors. He has lived through some comparable situations and is therefore able to understand and relate to these young people. He provides a positive outlook on whatever they are experiencing in their young lives. Mr. Saleem keeps them on the right path: “ You can be in the street but not of the street” (not to adopt the street culture and its traps).

Because our students have such difficult backgrounds, we celebrate our successes and are grateful for them. However, we must also recognize our shortfalls and limitations and go on to help the next student. Mr. Saleem Davis puts it in these terms in an interview conducted in June 2005: Never, 'I told you so', because that would mean I would want them to fail. I can’t want them to fail; they are my future.” They trust their mentor, and he works closely with them on an academic and personal level. He prevents situations from escalating by making home visits and by encouraging students and their parents to stay involved.

Teacher-Student Rapport
Mrs. Davis is the Project A.F.F.I.R.M. Teacher. She has a background in adolescent development and is a behavior specialist. Trust is essential between the teacher and the student in Project A.F.F.I.R.M., especially because the teacher’s role goes beyond that of simply teaching. She does frequent interventions and conflict resolutions with her students. Questions are welcomed in the classroom and students feel free and confident to respectfully challenge any ideas with which they disagree. Students receive individualized attention in the classroom. Disciplinary measures are taken on a case-by-case basis. Mrs. Davis does not deal with any behavioral problems in the classroom. Students are asked to step outside. Students know they are in trouble when Mrs. Davis asks them sternly to: “Step out with me for a second”. Her punitive measures are quite original. They range from a very firm talk outside of the classroom, a letter of apology to the teacher, and if necessary, to the class, and depending on the gravity of the offense, a day of suspension. In all situations, parents are kept advised of the student’s behavior. Mrs. Davis maintains a close level of trust with the parents. On report card night, Project A.F.F.I.R.M. has the greatest parent turnout of all the other programs at CCYD. This level of trust permits many interventions that would not otherwise be allowed. Their teacher can thus prevent potentially bad situations from escalating. Her students confide in her, and they know she will support them. CCYD is a center for youth and families, and we model what we say by working like a family.

Teacher-Student Rapport

Mrs. Davis is the Project A.F.F.I.R.M. Teacher. She has a background in adolescent development and is a behavior specialist. Trust is essential between the teacher and the student in Project A.F.F.I.R.M., especially because the teacher’s role goes beyond that of simply teaching. She does frequent interventions and conflict resolutions with her students. Questions are welcomed in the classroom and students feel free and confident to respectfully challenge any ideas with which they disagree.

Students receive individualized attention in the classroom. Disciplinary measures are taken on a case-by-case basis. Mrs. Davis does not deal with any behavioral problems in the classroom. Students are asked to step outside. Students know they are in trouble when Mrs. Davis asks them sternly to: “Step out with me for a second”. Her punitive measures are quite original. They range from a very firm talk outside of the classroom, a letter of apology to the teacher, and if necessary, to the class, and depending on the gravity of the offense, a day of suspension. In all situations, parents are kept advised of the student’s behavior.

Mrs. Davis maintains a close level of trust with the parents. On report card night, Project A.F.F.I.R.M. has the greatest parent turnout of all the other programs at CCYD. This level of trust permits many interventions that would not otherwise be allowed. Their teacher can thus prevent potentially bad situations from escalating.

Her students confide in her, and they know she will support them. CCYD is a center for youth and families, and we model what we say by working like a family.

Project A.F.F.I.R.M.

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