identifying schools for students cedar rapids community school district board of education cedar...

Identifying Schools for StudentsIdentifying Schools for Students

Cedar Rapids Community School District

Board of Education

Cedar Rapids Community School District

Board of Education

August 11th, 2008

Part 1- Identifying Schools for StudentsPart 1- Identifying Schools for Students

Jay Marino

Using Data

Collaborative effort to identify families impacted by the flood

Over 1600 flood-impacted families were identified in late July, 2008

August 4-8th: Schools followed-up and verified the status of students

August 9th: Families checked in at the Back to School rally to help ensure accuracy of the list

•Collected data on 1206 student at the rally!

•Students received back packs and school supplies

•Other services provided by community organizations

Back to School Rally

3 Phases for placing students

Phase 1: Identify schools for students residing in the Taylor neighborhood

Phase 2: Identify homeless students and determine transportation needsA- Students may attend the school in the

neighborhood in which they resideB- Students may request to return to the school

they last attended (where feasible) Phase 3: Consider all individual requests that don’t meet

the needs of families in phases 1 and 2

Phase 1- Identifying schools for students residing in the Taylor neighborhood

Considerations to Identify Schools:Elementary schools adjacent to the Taylor

neighborhoodCleveland, Harrison, Grant/Wilson

Class size, space availability, programsMiddle school attendance areasKeeping families together

Wilson & Grant

Harrison

Taylor

Cleveland

Wilson & Grant

Harrison

Taylor

Cleveland

A systems approach…

•Lines were drawn to distribute students

•Keep families together

•Middle school attendance patterns considered

Schools Identified for Taylor Students

August 8th: Completed Phase 1- Contacted all Taylor non-flood impacted families

68 Personal contacts made Schools Identified for students:

Cleveland- receiving 10 studentsHarrison- receiving 24 studentsGrant/Wilson- receiving 22 studentsUnknown- 12 (depends on programs)

Phase 2: Identify homeless students and determine transportation needsIdentify all students who are considered

“homeless” as defined by the McKinney-Vento ActShelter, motel, vehicle, campground, FEMA

Trailer, doubled-up with friends/relatives, on the street, abandoned buildings

Students may attend the school in the neighborhood in which they reside (OR)

Students may request to return to the school they last attended (where feasible)

Phase 2 Process

1. Update database with information gathered from the rally2. Identify "homeless" students3. Create a list of homeless students that indicates:

where students are staying (and) where they want to attend school

4. Determine feasibility of honoring requests: Space at receiving school; Distance of travel

5. Confirm placement of all homeless students6. Create system of “Pick-Up Points" around the city7. Create bus routes and transportation logistics8. Communicate confirmation of homeless student

placement with families and schools.

•Student would arrive at pickup point

•Pickup points may be up to ¾ of a mile away from where they are staying

•Pickup points will be determined according to where the homeless students are staying

•Student would arrive at pickup point

•Pickup points may be up to ¾ of a mile away from where they are staying

•Pickup points will be determined according to where the homeless students are staying

Phase 3: Consider all individual requests that don’t meet the needs of families in phases 1 and 2

Homeless Students: Will follow the McKinney-Vento Homeless

Education Assistance Act appeal processNon-Homeless Students:

Living Outside the District- will follow the Open Enrollment process

Living Inside the District- will follow the permit process (deadlines temporarily waived)

Timelines

Part 2- Providing Support to Students and StaffPart 2- Providing Support to Students and Staff

Community Services & Resources for Taylor FamiliesCommunity Services & Resources for Taylor Families

Rhoda

Community Supports/Services

A plan is being developed for how the school district can help support the community groups/organizations that provided services for Taylor students/families

CRCSD Metro Care ConnectionPrimary and Preventive Health ServicesAbbe Mental Health CenterArea Substance Abuse Council

Taylor Community Supports/Services

Linn County Peer GroupMatthew 25 MinistryTaylor Area Neighborhood AssociationTaylor Tiger Cub ClubTaylor Family Resource Center

Partnership for Safe FamiliesNeighborhood Partner ProgramHawkeye Area Action Program WIC

Taylor Community Supports/Services

Big Brothers/Big SistersYoung Parents NetworkMetro Credit Union PartnershipSkogman Realty partnershipVerizon BusinessCedar Rapids KernelsKiwanisOld Creamery TheaterJoan Norris, Spanish teacher

Plan to Bridge Taylor Community Supports/Services

LeadersBrian ChristoffersenRhoda Shepherd

ActionsContact providers to assess current

status/needs and share information Innovative At Risk GrantTask Force to review data and plan how

CRCSD can contribute to re-establishing supports

Food & Nutrition UpdateFood & Nutrition Update

Suzy

Meal Benefits

Homeless students automatically qualify for free meal benefits under the McKinney-Vento Act No application or proof of income is required Family must make contact with Building Principal or Homeless

Liaison to initiate benefit

If you are not Homeless but receive Food Assistance Letters were sent to families from DHS notifying them of their

eligibility for free meal benefits Must return letter to your school or Food and Nutrition Office to

initiate benefit

Anyone may complete a Meal Benefit Application If currently hosting a displaced family, you are encouraged to apply

as your increased household size may qualify you for benefits

Supporting Our School Communities – Flood Recovery

Mary Ellen, Paul, Candi

Determining the Social Emotional Impact of Flood

Students FamiliesStaff

Resources for Support

Building administrator/s, counselor, teachers, and support staff

Critical Incident Stress Management Team (CISM)

Project Recovery – Metro Care Connection

Employee Assistance Program (EAP)Community resources

Communication and Collaboration with Staff

Executive Council Teacher Pre-ServiceDistrict Counselor Meeting

Impact of flood – Telling our storiesAvailable resources Identification processMonitoring and tracking support

Phases of Disaster

Pre-disaster

Warning

Impact

Heroic

Honeymoon

(community cohesion)

Disillusionment

Working through grief

(coming to terms)

Trigger Events and Anniversary Reactions

Reconstruction

(a new beginning)

From 1-3 Days From 1-3 Years

Source: CDC

Common Reactions of People Who Have Been Affected by a FloodNational Child Traumatic Stress Network

Variety of feelings: insecurity, helplessness, unfairness, anxiety, fear, anger, despair, worries about the future

Disruptive Behaviors: irritability, temper tantrums, agitation, or hyperactivity

Somatic Symptoms: stomach aches, headaches, loss of appetite, nightmares, sleep problems

Reactions Common to Children National Child Traumatic Stress Network

Clinginess Change in school performance Increased sensitivity to reminders of the flood Decreased ability to concentrate Long-lasting focus on the flood Lack of interest in usual activities Increase in risky behaviors Regressive behaviors Withdrawal In conflict with authority

Suggestions for Educators National Child Traumatic Stress Network

Maintain routines – a return to normalcy Allow students a structured forum to ‘tell their story’

(determine what forum is appropriate in your setting) Help students identify adults that they can talk to Offer choices / allow students to feel some sense of

control Increase levels of support as needed Recognize that behaviors may be related to the

trauma Give simple and realistic answers to questions Take care of yourself emotionally Communicate with others

When to Seek Help National Child Traumatic Stress Network

When reactions are severe When a student’s functioning seems to be

affected When reactions continue for an extended

period of time

Collaborating with:

GWAEA CRSCD Staff Abbe Center Other Community Resources

To develop a referral and intervention system for identified students and families

Similar to the IDM Process

Core information This is what every student/family will receive

regarding available services, procedures, etc. A screening tool is in development to identify

students/families in need of more focused intervention (supplemental and/or intensive)

A referral system is in development for buildings to use to help track needs and interventions

“In every community there is

work to be done. In every nation there are wounds to heal.

In every heart there is

the power to do it.”

-Marianne Williamson-