With abysmal teacher morale and declining expectations for students, the school's new principal realized that something needed to be done. The principal introduced the faculty to Comer's model for school change, which emphasizes the importance of addressing students' mental health needs to help them achieve academically and become responsible community members. This model relies on shared responsibility for students among faculty members and develops collaboration, consensus building, and a no-fault environment among staff. The SSM team coordinates the professional staff at the high school to address students' mental health needs. This team oversees case managers, guidance counselors, and CIS counselors and makes referrals to local social service agencies.
Counselors also take students and their families to job sites and on recreational trips.
At the end of the school year, the SSM team evaluates whether students in the program should continue receiving these intensive services. In 1993-94, the team determined that about half of the student participants were doing well enough academically and socially that they no longer needed the CIS program. Case managers and guidance counselors. Students who were in the CIS program as ninth graders but no longer need intensive services receive a case manager. About 80 of the school's 100 teachers serve as case managers, supervising about 200 students.