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Casey Copes With Tragedy
Last year tragedy struck the family of two Diamond Hill Elementary students -- their mother was killed in a drive-by shooting. Suddenly, their grandmother was faced with not only the loss of a child but also the challenge of raising her two grandchildren. The school quickly sought the help of CIS. Immediate enrollment in the free CIS After School program allowed Grandmother to maintain her employment.
While the CIS daytime Social Worker and school counselor provided grief counseling and other assistance for the students, Casey * , the second grader seemed to be drawn to one of the CIS After School staff members. Casey sought her attention daily. Special arrangements were made for this staff member to have daily one-on-one time with Casey. During this time they'd talk, do artwork or even homework. Over time Casey began to adjust and gain confidence.
Casey obviously chose this after school staff member to help her adjust to the changes in her world. Casey has continued in the CIS After School program and her grandmother has made arrangements for her younger sibling to join as well. |
James Becomes A Shining Star
James, a fourth grader, had been referred to the Communities In School day program for behavior and academics. James was broody and withdrawn. He usually followed the crowd of older boys who were defiant and disobedient.
After two years in the CIS After School program, participating in tutoring, character building, recreation and life skills, James' behavior has changed dramatically. He is a model student. James is well liked by students and teachers, his grades have improved, and his behavior is remarkable. He helps his teachers and after school staff, encourages others, maintains a very positive attitude, assists younger children with homework and has a number of friends. James and one other student were voted as “Shining Stars” for the year because of their friendliness, attentiveness, and positive attitudes.
Helping Kids Prepare for Life
As the only Tarrant County non-profit located in the schools, CIS had an opportunity to truly get to know Casey and James, identify their needs and connect them with community resources to help them learn, stay in school and prepare for life. Casey and James did the rest.
CIS Case Management Examples of Successes
Diamond Hill Jarvis High School
This CIS student (we'll call her Maria) came to CIS as a teenage mother and a repeat ninth grader with a chronic truancy problem. The CIS staff worked closely with her to provide individual counseling and develop a long-term plan to improve her outlook on school, parenting, and life in general. She was assisted with basic resources and aid for parenting her child. Through advocacy with school personnel, tutoring, and encouragement, she attended summer school and joined a work-study program. She was consistent with her job through the work program and received two promotions while earning enough credits to be classified as a senior. Her confidence, self-esteem, social skills, and success as a parent have all been impacted by her success in school. She graduated in 2004.
Riverside Middle School
This student (we'll call her Jessica) was a sixth grade student at Riverside Middle School who had been referred to CIS three year earlier while in elementary school. Now in middle school, she needed help with a school uniform and was given uniforms during the first meeting with CIS staff. Jessica had seven siblings, five of whom were younger than she. Her mother had a part-time job, but the family was barely able to survive. Jessica had most of the responsibility for caring for her younger siblings after school. She had very few friends at her new school and was being bullied by several older girls. She really did not want to come to school at all.
The CIS case manager began working regularly with Jessica and an older brother who also attended Riverside Middle School. She provided them with school supplies, emergency food and clothing, as well as some financial assistance when the family faced having utilities turned off. The mother was given resources for low cost childcare, better employment, and other assistance with basic needs. Jessica was enrolled in several social skills groups, given “lunch-bunch” tutoring, provided with a journal to process her thoughts each day, paired with an older student mentor, given leadership roles in the CIS student council and pre-employment groups, and trained as a peer mediator. Initially, she would stop by the CIS office many times a day for guidance and support. Gradually, as she came to know more students through the activities she participated in with CIS, her confidence began to increase and she could stand up to the students who bullied her.
As time went on, she began visiting the CIS office less and less often. Now, an eighth grader, Jessica is referred to by school administrators as the “Poster Child” for CIS successes. She has earned multiple achievement awards for leadership, citizenship, and grades, and is one of the most popular and recognized students in the school. |
