Mirna Cervantes, CIS North Texas Program Manager at Harmon High School in Lewisville, TX, writes about how helping a student achieve a single goal has made tremendous changes in that student.
When I first started working with DW this school year, he appeared hesitant and untrustworthy. He was having difficulties in school because of his negative behavior. He would not complete class assignments and had zero motivation. DW is the oldest of three children and comes from a household with a single mother who struggles daily to make ends meet.
After talking with DW, I found out that he was interested in the Lewisville High School Cheer Program, which was split into two groups: Junior Varsity (composed of sophomores and juniors) and Varsity (made up of juniors and seniors). All students trying out for the LHS Cheer Program receive specific tryout guidelines, an application to complete and must fulfill the requirements at the time of cheerleader tryouts. Once selected, the student must follow all rules and guidelines of the Lewisville ISD Cheerleader Constitution and participate in all cheerleader events (including a competition in Orlando, Florida). In addition, each student must pass all their classes, follow the general school district code of conduct, and sign a contract that states they will follow the discipline system that contains sections regarding good attendance and good behavior.
DW saw this as his only chance at attending college, but he was unable to pay for the cost of the program.
I began asking the community to request assistance. Through the assistance of First United Methodist Church in Lewisville and the generosity of Linda Whitman, we were able to pay for DW's Cheer tuition.
Once DW got in the LHS Cheer Program, I began to see a dramatic difference in his attitude and his school work. DW's math teacher has said the following about him: "DW always completes his geometry work with detail and accuracy. He is respectful and helpful. He is usually on task and willing to help and work with others. He is a natural leader in my 3rd period classroom. This is my 2nd year as DW's math teacher and he has improved by leaps and bounds over last year. I truly enjoy having him in my classroom." Another teacher said the following: "He works hard and, when focused, does well."
I have noticed that DW's behavior, motivation, and overall school performance have greatly improved. When I asked him how joining the Cheer Program has affected him, DW responded, "It helps me stay out of trouble and pass my classes." DW now looks forward to becoming a member of the Varsity Cheer and to become a nurse one day. I am thankful for organizations like First United Methodist Church and individuals like Linda Whitman for helping DW get on the right path towards graduation and higher education.
Tasha Moore, CIS North Texas Program Manager at Hedrick Middle School in Lewisville, TX, writes about an "Aha!" moment that occurred during a group discussion.
Group sessions are a great way to work with students struggling with similar issues. The group facilitator prepares before each group meeting by researching the topic, anticipating students' questions and identifying potential rabbit trails. He or she makes a plan to review the topic discussed at the last group session and checks with each student individually on how their week went. In an ideal world, all of the preparation produces a textbook example of group work and demonstrates each individual's path to self-change. As the facilitator, your role is not to lecture or dominate the conversation, but to draw the students together and create a safe place for students to discuss the issues they are facing and develop solutions to address their struggles.
The moment in a group setting that a facilitator works towards and searches for is when the students take ownership of the group. This is the climax. This is the moment a facilitator knows change is happening, no matter how great or small. This moment is exciting to watch unfold.
I had the opportunity to watch this moment unfold while observing an anger and behavior modification group facilitated by my intern, Josh Nunley. Mr. Nunley had been working with this group of five boys for about eight weeks. During the previous session the boys would not stay on task, were disruptive and disrespectful, and displayed inappropriate behavior during the group meetings. Any facilitator would be discouraged after a group session like that, and this was no different for Josh. After talking with Mr. Nunley about options for the next group session, he went to work planning and preparing for their next session.
As I sat in the back observing the group meeting, Josh checked in with each student, addressed the inappropriate behaviors from the previous week , reviewed the expectations, and then started the new topic. As the boys shared their individual thoughts, the wonderful moment happened. One of the boys, Tom, started talking about how much he liked Beth, but he was frustrated because Beth would hardly talk to him. Tom asked Mr. Nunley if he would talk to another student, Beth, and tell her how great he was so that she would like him. While both Mr. Nunley and I were doing our best not to laugh at the request to help participate in the middle school dating games, another student, Aaron, spoke up. He looked right at Tom and said, "You know why she doesn't like you? She doesn't like you because you act crazy in class. She is a good girl and doesn't want to get in trouble." Tom looked right back at Aaron, and all he could say was "Oh." Aaron continued, "If you would pay more attention in class and not get into trouble, Beth might like you." Tom thought for a moment and then said, "You're right."
The group continued on, but the moment happened. The students had grown to a place where they were able to address each other's mistakes and receive feedback without defensiveness or anger towards one another. They were starting to help each other make positive changes. The jury is still out as to whether or not Tom changed his behavior in class this week and if that impacted his chances with Beth, but the group has formed a support system and is holding each member accountable to make positive choices in the classroom.
Nicole Scott, CIS North Texas Site Coordinator at Lewisville Elementary in Lewisville, TX, writes about the informative presentations that Denton County Friends of the Family did for her students.
Last month, Denton County Friends of the Family came to Lewisville Elementary during the Communities In Schools of North Texas 21st Century after-school program and conducted presentations for CISNT students. The students learned behaviors and strategies for staying safe at home, at school and in the community through programs offered by the Mental Health Association entitled Bumbles the Magic Bee, WHO®, and 5S.
Bumbles the Magic Bee is a program that uses an interactive song and magic tricks to teach Kindergarten and 1st grade students. WHO® is a program designed to help fight the victimization of children. WHO stands for "We Help Ourselves" and is designed for 2nd and 3rd grade students. It teaches them basic rules for personal safety, allows them to learn what to do when faced with a problematic or potentially dangerous situation, and gives information on where and who to go to for help. 5S is a program that teaches 4th and 5th grade children about decision making, choices and consequences, peer pressure, self-esteem, communication, boundaries and respect. 5S stands for "Strong Social Skills for a Safer Society" and was presented to the 4th and 5th grade students.
Each presentation was age appropriate, and all of the students really enjoyed the presentations. We really appreciate the information and resources that Denton County Friends of the Family provided for our students!
Nkechi Chibueze, CIS North Texas Site Coordinator at Ginnings Elementary in Denton, TX, writes about the dedication of one of her CIS afterschool staff members.
This month I would like to highlight the diligent work of an Academic Enrichment Specialist. Yandira Teniro, known as "Ms. Yandy" to her students, began working with the CIS 21st Century after school program 3 years ago at Lee Elementary. After graduating from college, she came back to work for Communities In Schools of North Texas and is now at Ginnings Elementary with the first grade and kindergarten students. I have to admit: since the first day of this school year the first grade and kindergarten students have been a challenge. We had a lot of energetic students that could tire out the best principal!
Regardless of the concerns and complaints from others about the boisterous class, Ms. Yandy has patiently worked with the children, gaining their trust, and building a strict routine to for them to follow. Ms. Yandy is constantly working to improve the class. She tries out new ideas, and if they do not work, she moves on to the next idea, and she has slowly changed the classroom to a positive and happy environment!
Another thing that impresses me about Ms. Yandy is her determination to make sure all her students have completed the required homework. She will sit with all students and give them the attention they need while taking care of the whole class which is an amazing feat to watch.
Teachers are acknowledging Ms. Yandy's hard work. They tell me all the time how impressed they are with her classroom structure and the improvement of the students' behavior over time.
Lastly, I am happy to say, students in Ms. Yandy's class improve in their school work! A teacher told Ms. Yandy that two students who recently joined the CIS 21st Century program received perfect scores on their spelling tests for the first time ever! Wow!
I am in awe of the work Ms. Yandy has done in the first grade and kindergarten class and I am looking forward to seeing what she has in store for the future!
Rebecca Page, CISNT Site Coordinator at Evers Park Elementary in Denton, TX, tells us about a volunteer who has become a light in a special education student's life.
I have a special education student who has been in the Communities In Schools of North Texas after school program at Evers Park Elementary for years. He is a well-mannered student with a sweet spirit. This student knows about any and every ship in history. He shows a particular interest in the Titanic. His enthusiasm to study and talk about ships sometimes lead to some struggles in the classroom when he would try to socialize with other students.
I had a volunteer come in with a desire to tutor a special education student. Emilio Garcia is a student at the University of North Texas studying special education. I paired Emilio with this student, and I am so glad that the resulting bond has made a huge impact on this student. This student's mom called the day after their first meeting together and told me about how much he loved having someone take interest in him.
Not only did the mother commend Emilio for his efforts to relate to her student, but she also commended his tutoring abilities as her son began to grasp concepts that he was formerly struggling with. She also said that Emilio helped her son with his handwriting by showing him ways to hold the pencil to make his writing neater. Even though Emilio is here to help this student academically, he talked with this student about his interests in ships, and they even did research on books about ships.
I am so proud of Emilio Garcia for being a light in this student's life. I look forward to seeing this success story through.