By: Christy Kingham
Disengagement remains one of the most urgent challenges in high schools across the U.S. —especially in settings where students’ educational journeys have been interrupted or disrupted. There’s no quick fix; reengagement takes consistent, relational work over time. The Primary Person Model is one approach we’ve seen shift that dynamic in lasting, meaningful ways.
Grounded in research on learning partnerships, this model pairs every student with a consistent adult who knows them deeply, holds high expectations, and supports them through structured academic conferencing. These one-on-one meetings center relationship building, student goal-setting, reflection, and real-time data. As outlined in our academic conferencing paper, they’re a critical lever for cultivating agency, trust, and momentum, but only when supported by clear systems and intentional adult learning.
Since 2019, Springpoint has supported four schools in the Barr Foundation’s Engage New England initiative to integrate this model as a core element of their school design. Each school serves students needing re-engagement, and each has made diligent, sustained efforts to build the infrastructure required to make this model real: naming system managers, providing coaching, and tracking implementation over time.
Systems are intentionally designed with manageable caseloads (fewer than 15 students per adult), dedicated time in the schedule, and continuous adult learning to sustain quality over time.
At Chelsea Opportunity Academy (COA), the model comes to life through “Crew”—a consistent structure where students check in with Crew Leaders each week to set goals and monitor progress. These routines, supported by schoolwide trackers and shared language, are fully embedded. One student explained: “Everyone has a Crew Leader. We open our trackers and set our goals—every week.” A teacher added, “We use the same spreadsheet all year. Students know what they’re working toward, and so do we.”
Holyoke Opportunity Academy (HOA) pairs conferencing with FileMaker, a homegrown platform that makes academic progress visible and interactive. Students lead weekly SMART goal-setting, reflect through daily rubrics, and recalibrate through built-in structures like “Make-Up Wednesdays.” One student shared: “I used to always check the lowest box on the rubric. Now I know I’ve grown, and I can prove it.” Another added: “When I come in on Monday and I don’t want to be here, goal setting helps me reset.”
At Nowell Leadership Academy, tight-knit pods of students are led by a mentor who sees them daily. Weekly student-led coaching sessions are guided by a shared rubric and strengthened through regular video reflection and feedback cycles. A staff member noted: “We figure out who connects best with each student and build the pod around that. There are no forced fits.” Students shared that pod time isn’t just about checking in: “It’s like having a family at school.”
Evolve Academy in Fall River sustains its system through strong instructional leadership. Staff record and review conferences, analyzing them with a shared rubric during monthly step-backs. These cycles help managers identify bright spots, coach for stronger practice, and adapt training to meet emerging needs. Over time, conferences have become more student-driven, and goals more concrete. One teacher described the shift: “We’ve gone from big, vague goals to bite-sized next steps students can actually act on—and celebrate.”
These are not isolated strategies. They are deliberate, embedded structures that make strong relationships systemic, not situational. And they’re working. Students at these schools can articulate their goals, reflect on their progress, and name the adult who is walking alongside them.
For schools grappling with how to respond to disengagement, the Primary Person Model offers more than a program; it offers a framework for reimagining how we support and reconnect with young people.