Flood Recovery Report Cedar Rapids Community School District Executive Council Cedar Rapids Community School District Executive Council August 1 st, 2008

Taylor Update Recovery & Reinvestment Team Dr. Dave Markward

Taylor Elementary School Decision to reopen on hold City Flood Mitigation Plan Relocation of Students

Recovery and Reinvestment Team Misconceptions/rumors Sharing of ideas/concerns Synergy Confidence-building Im not alone Visioning – Back and Better

Facilities Steve Graham

ESC at Kingston Estimated Cost: $3.7 million 21 office units 14 conf./storageunits

Why ESC at Kingston? It is cost effective It is timely It provides for six month renewable occupancy terms It provides comfort and privacy It saves existing commercial lease space for others FEMA 90% and State 10% direct pay

Whos at the ESC at Kingston? All traditional ESC Services Food and Nutrition – formerly at the Warehouse Transition Center – formerly at the Roosevelt Hotel Building & Custodial – formerly at the Annex

Whos at the Warehouse? 931 Blairs Ferry Road NE 3 departments: Purchasing Printing & Graphics a portion of Technology Two year lease term – 25,180 sq ft. Cost: $163,670 per year plus Utilities,Tax, and Insurance

ESC at Kingston Cost Breakdown

Technology Jay Marino

Status of Technology All district technology services functional All core network equipment moved to Jefferson to reestablish district services ( , web, internet access) Phone equipment remains at the ESC All hardware removed from flood- affected buildings

Recent/Current Projects Fiber to 931 Blairs Ferry Preparing location for relocation of the Technology Department and core network equipment from Jefferson to Blairs Ferry August 9/10 weekend outage Reestablishment of pre-flood bandwidth to all locations (Gig connection) Increasing electrical capacity for equipment Backup power (generator installation) Increased HVAC for server room

Future Projects Fiber to Kingston Planning for networking in 35 portables To Be Determined… Decisions to move core phone equipment? Disaster recovery efforts in conjunction with City and County? Changes in the Joint Communication Network (JCN) deployment Most sites in phase 1 were impacted by the flood Potential to rework/reroute fiber to ensure redundancy of network services

Student Location Jay & Sandy

Preliminary Data Available Initial set of child find data available Includes 1615 names Data collected from schools and OLL Continuing to review the data for accuracy Finalizing a process that can be used to help place students

Placing Students 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

Phase 1- Identifying schools for students residing in the Taylor neighborhood Considerations: Elementary schools adjacent to the Taylor neighborhood Class size, space availability, programs, etc. Middle school attendance areas Keeping families together Notify schools and parents first week of August

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) Centralized pick up points

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

NE Quadrant SE Quadrant SW Quadrant NW Quadrant

Phase 3: Consider all individual requests that dont meet the needs of families in phases 1 and 2 For all students/families displaced by the flood… 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)

Displaced Student Database We need your help! Review the information for your school For all students who DO NOT have a new residence, contact the family to determine the housing situation Return the list to Deb Kueter by Wednesday, August 6th

Displaced Arts Organizations/Venue Needs Marcia

Staffing Issues Mary Ellen

Supporting Our School Communities After the Flood Determining the impact on: Staff Students Families

Resources for Support Building Administrator Counselor Teachers Support Staff Crisis Intervention Stress Management Team (CISM) Community Resources

Communication and Collaboration with Staff Pre-Service Meetings Impact of Flood – Telling our Stories Available Resources Identification of Those Needing Support Identifying a Record-Keeping Process

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

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

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 students 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

Back to School Rally

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-

Flood Recovery Report Cedar Rapids Community School District Executive Council Cedar Rapids Community School District Executive Council August 1 st, 2008