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Identifying Schools for Students Cedar Rapids Community School District Board of Education Cedar Rapids Community School District Board of Education August.

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Presentation on theme: "Identifying Schools for Students Cedar Rapids Community School District Board of Education Cedar Rapids Community School District Board of Education August."— Presentation transcript:

1 Identifying Schools for Students Cedar Rapids Community School District Board of Education Cedar Rapids Community School District Board of Education August 11 th, 2008

2 Part 1- Identifying Schools for Students Jay Marino

3 Using Data Collaborative effort to identify families impacted by the flood Over 1600 flood-impacted families were identified in late July, 2008 August 4-8 th : Schools followed-up and verified the status of students August 9 th : Families checked in at the Back to School rally to help ensure accuracy of the list

4 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

5 3 Phases for placing students Phase 1: Identify schools for students residing in the Taylor neighborhood Phase 2: Identify homeless students and determine transportation needs A- Students may attend the school in the neighborhood in which they reside B- Students may request to return to the school they last attended (where feasible) Phase 3: Consider all individual requests that dont meet the needs of families in phases 1 and 2

6 Phase 1- Identifying schools for students residing in the Taylor neighborhood Considerations to Identify Schools: Elementary schools adjacent to the Taylor neighborhood Cleveland, Harrison, Grant/Wilson Class size, space availability, programs Middle school attendance areas Keeping families together

7 Wilson & GrantHarrisonTaylor Cleveland

8 Wilson & GrantHarrisonTaylor Cleveland A systems approach… Lines were drawn to distribute students Keep families together Middle school attendance patterns considered

9 Schools Identified for Taylor Students August 8 th : Completed Phase 1- Contacted all Taylor non-flood impacted families 68 Personal contacts made Schools Identified for students: Cleveland- receiving 10 students Harrison- receiving 24 students Grant/Wilson- receiving 22 students Unknown- 12 (depends on programs)

10 Phase 2: Identify homeless students and determine transportation needs Identify all students who are considered homeless as defined by the McKinney- Vento Act Shelter, 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)

11 Phase 2 Process 1. Update database with information gathered from the rally 2. Identify "homeless" students 3. 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 students 6. Create system of Pick-Up Points" around the city 7. Create bus routes and transportation logistics 8. Communicate confirmation of homeless student placement with families and schools.

12 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

13 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

14 Phase 3: Consider all individual requests that dont meet the needs of families in phases 1 and 2 Homeless Students: Will follow the McKinney-Vento Homeless Education Assistance Act appeal process Non-Homeless Students: Living Outside the District- will follow the Open Enrollment process Living Inside the District- will follow the permit process (deadlines temporarily waived)

15 Timelines

16 Part 2- Providing Support to Students and Staff

17 Community Services & Resources for Taylor Families Rhoda

18 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 Connection Primary and Preventive Health Services Abbe Mental Health Center Area Substance Abuse Council

19 Taylor Community Supports/Services Linn County Peer Group Matthew 25 Ministry Taylor Area Neighborhood Association Taylor Tiger Cub Club Taylor Family Resource Center Partnership for Safe Families Neighborhood Partner Program Hawkeye Area Action Program WIC

20 Taylor Community Supports/Services Big Brothers/Big Sisters Young Parents Network Metro Credit Union Partnership Skogman Realty partnership Verizon Business Cedar Rapids Kernels Kiwanis Old Creamery Theater Joan Norris, Spanish teacher

21 Plan to Bridge Taylor Community Supports/Services Leaders Brian Christoffersen Rhoda Shepherd Actions Contact providers to assess current status/needs and share information Innovative At Risk Grant Task Force to review data and plan how CRCSD can contribute to re-establishing supports

22 Food & Nutrition Update Suzy

23 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

24 Supporting Our School Communities – Flood Recovery Mary Ellen, Paul, Candi

25 Determining the Social Emotional Impact of Flood Students Families Staff

26 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

27 Communication and Collaboration with Staff Executive Council Teacher Pre-Service District Counselor Meeting Impact of flood – Telling our stories Available resources Identification process Monitoring and tracking support

28 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 DaysFrom 1-3 Years Source: CDC

29 Common Reactions of People Who Have Been Affected by a Flood National 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

30 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

31 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

32 When to Seek Help National Child Traumatic Stress Network When reactions are severe When a students functioning seems to be affected When reactions continue for an extended period of time

33 Collaborating with: GWAEA CRSCD Staff Abbe Center Other Community Resources To develop a referral and intervention system for identified students and families

34 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

35 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-


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