HomeMy WebLinkAbout1998-10-28 Council minutes JOINT MEETING
JOHNSON COUNTY BOARD OF SUPERVISORS
CITY COUNCILS OF IOWA CITY/CORALVILLE/NORTH LIBERTY
IOWA CITY COMMUNITY SCHOOL DISTRICT SCHOOL BOARD
Wednesday, October 28, 1998
School Administrative Office
509 S Dubuque Street
PRESENT:
Iowa City Council
Dean Thornberry
Ernie Lehman
Dee Vanderhoef
Connie Champion
Dee Norton
|ohnson Cty Board
of Supervisors
Johnathan Jordahl
Stephen Lacina
Joe Bolkcom
Sally Stutsman
Charles Duffy
Carolyn Peters
Coralville Council
Henry Herwig
Dave Jacoby
Jean Schnake
Jim Faussett
North Liberty
Council
Ron Bandy
School Board
A1 Leff
Pete Wallace
Cindy Parsons
Susan Mims
Matt Goodlaxson
Nicholas Johnson
ALSO PRESENT: Staff, Media and Observers
Susan Mims, President of the Iowa City Community School District Board of
Directors called the meeting to order.
Joint Governmental Group Governance: Impact Statements and management
Information Reporting Systems
Nick Johnson, Board Member from the Iowa City Community School District,
stated it is his opinion that the group or a subcommittee of the group should
think about what this organized group would want to do to further advise each
other of what they are doing individually and how it will impact other
governmental units. Mr. Johnson suggested that perhaps we could do some
cross-agency reporting. Mr. Johnson referred to a recent article he had written
for the Press-Citizen (attached).
Dee Norton stated this certainly sounds good in principle. However, his opinion
would be that there would need to be some format and questioned who would
take on the task.
Dee Vanderhoef stated she would like to invite the school district to come to
JCCOG where there is a structured format.
Ernie Lehman suggested the administrative staff from each of the governmental
organizations sit down and have lunch once a month to talk about upcoming
projects and the impact they might have.
Sally Stutsman suggested for the next joint meeting each governmental entity
summarize 5 or 6 items of concern and bring those items to the meeting. This
could make up the agenda for the meeting.
New Study on Iowa Tax System - Are There Other Means of Funding Essential
Government Services?
Joe Bolkcom stated he had requested this item be placed on the agenda. Mr.
Bolkcom distributed a publication entitled "Choices for Iowa - Building a Better
Tax System". Mr. Bolkcom stated this study was funded by the Joyce
Foundation. Mr. Bolkcom stated he feels we have a very regressive tax system in
Iowa and that it is his opinion that how local government is funded will be a
major discussion in the legislature.
Several individuals challenged the reliability of some of the information
contained in the report.
Sale Tax
Ernie Lehman stated on Thursday, October 29*~ the City would be holding a
public hearing on the wording that will go on the ballot for the proposed local
option sales tax. Mr. Lehman stated this meeting will not entertain pros or cons
of the local option sales tax but rather focus on the projects that will be identified
in the wording on the ballot.
The group discussed specific projects (i.e. extension of Hwy 965) and the timing
of projects in individual organization's capital improvement plans.
|oint Resources for Troubled Youth
Susan Mims stated that the Iowa City Community School District was
experiencing an increase in the number of students with problems, specifically
students coming to school with a weapon and subsequently being expelled. Ms.
Mims stated once a student is expelled there generally is no schooling option
available. Ms. Mims stated as a community we need to discuss how we should
address this issue.
Sally Stutsman stated she feels we are not communicating what is available.
Human Services has tried to involve the schools and the community on this
issue.
It was suggested that the district's At Risk Report that was recently shared with
the Iowa City Community School District Board of Directors be made available to
all elected officials which outlines the many at-risk programs taking place in the
school district and community. It was also suggested that perhaps this group
could influence state law. This issue will be brought up at the Juvenile Justice
Committee meeting and also the school district will look at what schools of
similar size are doing to address this problem.
Joint Purchases
Sally Stutsman stated the Board of Supervisors thought this item should be
placed on the agenda again. It had been talked about earlier and nothing really
has been done about it.
~Norton stated we should direct the staff of the various organizations to come
up with thoughts on joint purchasing.
ICCSD Enrollment Update
Tim Grieves shared the most recent enrollment report with the group. Dr.
Grieves stated the district had anticipated an enrollment increase of 23 students
and the actual enrollment increased by 27.63. Presently there are 10,589 students
in the Iowa City Community School District. Dr. Grieves stated the trend is that
the district is leveling off in enrollment and this is our peak year. Birth trends in
Iowa are going down. The Iowa City Community School District is reflective of
what the state population is doing. The minority population in the Iowa City
Community School District is increasing.
The next meeting will be held January 13, 1999. North Liberty City Council will
be the host.
Connie Champion suggested GIS be placed on the agenda.
Meeting adjourned.
Impact of decisions should be considered
One of the most rewarding
aspects of the recent School
Board campaign is the way the
community came together:
young and old, rich and poor,
professionals and blue collar
workers, liberals and conserva-
tives, teachers and administra-
tors, parents with school chil-
dren and taxpayers without.
What a dittrence it would
make if that spirit could contin-
ue!
Something that might help is
an idea I talked about during the
campaign: the "educational
impact statement." lrs like an
"environmental impact state-
ment." It means that belbre the
School Board takes significant
action it has to evaluate the
impact of its decision. Of
course, the impact on the quali-
ty of students' education-our
first obligation. But more than
that.
The board should consider
the impact on parents, teachers,
administrators, the business
community, social service agen-
cies, other local governing bod-
ies, the university, taxpayers and
the cornmunity generally.
What kinds of impact'?
Budgetary, yes. But also impact
on others' programs, workload,
long-range plans and adminis-
trative hassic.
Putting these factors on the
table does not mean that any one
of them is decisive. It does mean
they can't be ignored. They
must be weighed as a pan of the
decision-making process:
· A half day kindergarten
(rather than all-day) may save
money in the school district's
budget. But what does it do to
parents' budgets?
· A new elementary school
~nay reduce overcrowding else-
where. But what burdens will
the new roads and sidewalks for
the school impose on some local
agency's road-building work
schedule'?
· Whatever the merits of the
proposed changes in the athletic
participation policies, wouldn't
it have been at least courteous to
give Regina a heads up first,
rather than relying on this news-
paper to give them the news'?
Of course, this kind of con-
sideration, and community-
wide panicipation, need to go
both ways:
Sheriff Robert Carpenter has
put the community on notice
lhat he will soon need a $10 rail-
lion to $15 million expansion of
the kx:al jail. Without express-
ing a view of merits, what kind
of two-way questions does that
raise'?
· How many of those new
Nick
Johnson
ties?
inmates will
be young
males now
attending our
local schools'?
What could
the district
(and broader
community)
do, now, to
reduce the
future burden
on the sher-
iff's facili-
· What will the "opportunity
cost" to the community of tile
jail expansion? That is, what
will we not be able ~ or willing
-- to pay lbr to enhance our
schools, library, roads, parks
and trails once we have paid for
the jail'?
Development7 Every li~mily
that moves into the district with
school-age children directly
impacts the schools: class size,
budget, busing, school bound-
aries--and ultimately the need
lbr muhirnilliorbdollar new
school buildings.
That concern entered the
debate regarding the proposal
lbr a very substantial mobile
home park. lt's not tile reason to
oppose, or promote, inore
mobile homes. It is a reason
put district representatives al the
table when the decision is made.
The additional examples are
endless. The university inter-
sects with the district in a num-
ber of ways.
The public library is a
resource lbr K- 12 students.
We would all benelit frorn
more coordinated planning for
city locations of city parks and
schools.
The .police depanmenl can
encourage positive sindent
behavior as well as restruir~ the
Worsl.
Schedules and routes Ibr
city's bus systems affect kids
much as those for "schtx~l
buses."
As it happens, our extended
community is already doing
much of this. There is a name-
less, inlbrmal governmental
body made up of the city coun-
cils of Coralville, Iowa City and
North Liberty, the county super-
visors, and School Bo~u'd. But it
is coming to realize, as a con-
cession to the shortness of life,
that all the information it needs
to share cannot possibly be
talked through in monthly meet-
rags.
My proposal is "bigger fish-
net, li~wer fish." That is a "man-
agement intbrmation system."
Our combined governmental
bodies need an early warning
system with the potential to sur-
vey more information and pre-
sent less. We only need to know
what's truly significant and
timely. Keep the northerns,
throw back the carp.
Present the information
graphically, so its significance
can be quickly grasped. And
don't talk about it. Present it on
the lnternct (Ibr any interested
citizen k~ ~,cc) {>r in hard ct~py.
Of' COUr>,C, the nccd lbr com-
nlun~ty-widc dccismn-making
is not limited to government
officials. h includes most of our
social service agencies, busi-
nesses, and nonprofit organiza-
tions. It darn sure includes the
local television stations and
cable system.
Nick Johnso~ is an Iowa City
School Board me,~bet:
IOWA CITY COMMUNITY SCHOOL DISTRICT
AT-RISK & SUBSTANCE ABUSE PREVENTION
PROGRAMS
1997-98
A Review by Joan Vanden Berg,
Youth and Family Development Coordinator
October 1998
Summary of Programs
Overview & Changes in Programming
Academic Support / Early Childhood
Academic Support- Elementary
Academic Support - Secondary
Parent Involvement
Prevention
Intervention
Ftmdamental Needs
3-4
5
6-7
8
9-11
12 - 14
15
16
II. Program Staff
III. Program Planning and Monitoring
Data 1. Needs Assessment
2. Dropout Numbers
3. Other Data
17
18 - 19
20
20
IV.
Committee Structure
1. At-Risk Committee
2. Strategy III
3. Substance Abuse Task Force
4. Health Curriculum Review
5. Search Institute Model of Asset Building
6. University of Iowa's Stepping Up Project
Funding
20
21
21
22
22
22
23
Page 2
Overview
Listed on pages 5 through 16 is a summary of the At-Risk and Substance Abuse
Prevention Programs offered in the Iowa City Community School District for the
1997-98 academic year. Detailed reports are available upon request for most of the
programs listed. The programs are loosely grouped into the following categories:
Academic Support
Prevention
Parent Involvement
Intervention
Fundamental Needs.
To be most effective, at-risk programs need to be comprehensive and address all of
the needs of the student. Most of the programs listed address all of these five areas
at some level, but they are categorized by their primary mission. When reviewing
the positive outcomes of the at-risk programs, it is important to consider how the
programs are cooperating with other district and community programs.
More important than the programs that target "at-risk" students, is how every
member of the school interacts with students and their families. For at-risk students
to succeed, it is critical for schools to create an environment which is welcoming
and accepting of all students and encourages a sense of belonging. Not labeling a
student as "at-risk" is one simple way we can help students view themselves more
positively and feel like they belong. In the district, titles and program names have
been changed to avoid the term "at-risk."
The district's at-risk program is ever-changing. To be effective, programs are
continually working to refine and enhance services to best meet the needs of
students and families. Unfortunately another factor in the continual change is the
volatile funding streams. Some programs have been reduced or eliminated due to
funding constraints. A challenge for the at-risk program continues to maintain
initiatives funded on "soft money." Listed on the following page are changes in
programming for 1998-99 and 1997-98.
Page3
Changes in Programming for 1998-99:
· Hills Elementary has lost funding for supplemental support for K-3
· Horace Mann has gained funding for supplemental support for K-3, including a
Family Resource Center
· MECCA counselor time in the secondary schools increased from 1.5 FTE to 2.0 FTE
· New partnership with United Action for Youth and the University of Iowa's
Stepping Up Project will support youth-directed social activities on the week-ends
· New violence prevention partnership with Rape Victim Advocacy Program, will
offer skill-building groups
· New collaboration with Lutheran Social Services ACE program, which includes
an after school "pull-in" program for juvenile court involved students who
behave inappropriately during the school day
· Alternative Education has been restructured:
· 2 additional FTE have been hired at the Junior Highs (1 FTE at each school)
opportunities now exist for students to earn core credit alternatively at both
junior highs
· 1 additional FTE has been hired at the Senior Highs (.5 FTE at each school) to
assess students academic skills and provide individualized instruction
· CEC renamed to Senior High Alternative Center, serving only senior high
students. The philosophy, structure and course of studies differs significantly
from that of CEC.
Changes in Programming in 1997-98:
· Adolescent Pregnancy Prevention Program initiated in collaboration with United
Action for Youth
· Preschool program at Mark Twain initiated
· Family Enrichment Program at Horace Mann initiated
· Student Advocate at CEC increased from .75 FTE to 1.0 FTE
· Services at the Northwest Student-Family Support Center reduced by 70%
· Step Up Program (providing support for 8th grade students to attend summer
school) and Summer School Transportation both discontinued due to loss of
Johnson County Decategorization Project funding
· Collaboration with Domestic Violence Intervention Project initiated for homeless
/near homeless students, providing enrichment activities and transportation to
summer school
Page 4
PROGRAM
ICCSD Infant/Toddler Day Care
Program
Twain At-Risk Preschool
Hills At-Risk Preschool and Wrap
Around Project
Neighborhood Centers of Johnson
County--Family Literacy Program
(Even Start)
NUMBER AND
POPULATION
SERVED
12 Infants & toddlers
14 teen parents
District-wide
17 students, 4 years
old, living in
Southeast Iowa City
19 students, 3 and 4
years old,
District-wide
located at Hills
Elementary
75 children 0-7 years
58 parents
FUNDING
SOURCES
DHS Title XX
District
Employee
Fees
Fed. Food
Program
District/Drop
Out
Prevention
Iowa
Department
of Education
Iowa
Department
of Education
DHS Wrap-
Around
Federal
Dep't. of
Education/
Neighbor-
hood Centers
Of JohrLson
co~ty
BRIEF PROGRAM
DESCRIPTION
· Full day care for children of
teen parents who are
completing their high school
education.
· Parenting classes
· Referrals to community
agencies
· Informal counselIng and
support
· Provices preschool
· Parent Visits
· Information and Referral
· Provides preschool and full
day care
· Parent Visits
· Information and Referral
Collaboration between
schools, Neighborhood
Centers, Kirkwood
Community College, and the
Iowa City Public Library to
build family literacy skills.
POSITIVE OUTCOMES
· 2 teen parents obtained high
school diplomas
· 1 teen parent advanced to
the next grade level
· no teen parents in the
program dropped out
· children made
developmental progress as
expected
· social and academic skills
are strengthened, better
preparing children for
kindergarten
· families became
comfortable with school
setting, are members of the
school community
· increased communication
between school and home
· (Same as above)
· children gained proficiency
in English which prepared
them to enter kindergarten
ready to learn
Page 5
PROGRAM
One-on-one reading tutoring: Reading
Recovery
Small group reading instruction:
Title I
NUMBER AND FUNDING
POPULATION SOURCES
SERVED
182 First Graders Dropout
District-wide Prevention
(23% of enrollment) and Federal
Title I
200 first through Federal
fourth grade students, Title I
district-wide
BRIEF PROGRAM
DESCRIPTION
Provides one-on-one tutoring
in reading and writing
instruction. Target audience
is the lowest achieving first-
grade students.
Goal is to accelerate the
progress. Instruction is
supplemental to classroom
instruction
'Provides small group
instruction in reading and
writing. Target audience is
students achieving below
expected grade /
developmental level who are
not special education. Goal is
to improve reading and
writing skills. Instruction is
supplemental to classroom
instruction.
POSITIVE OUTCOMES
· 91 (50%) of all participants
were able to read at the
average of their class
· 90% of the children who
received the complete 12 to20
week program reached the
average of their class
· Student growth is measured
as part of total school
growth.
Page 6
PROGRA/VI
Innovative Grant for At-Risk Early
Elementary Students
Rock and Read
America Reads
NUMBER AND
POPULATION
SERVED
132 students, K-3rd
grade at
Hills Elementary,
250 students
Kindergarten - Second
'Grade
District-wide
100 students
primarily first -
third grade
Mann,Twain,Wood,
Rogsevelt,Longfellow
FUNDING
SOURCES
Iowa
Department
of Education
Hills Bank
Volunteers
Teacher
inkind
Federal
Department
of Education /
University of
Iowa
BRIEF
PROGRAM
DESCRIPTION
·Reduces
classroom size for
students in
kindergarten
through third
Grade to 1:15.
· Outreach to
parents
.Expands
counseling
services
Ofle-on-one
reading with an
adult
· Workstudy
students and
volunteers are
trained and
provide
individual
tutoring
POSITIVE OUTCOMES
· reduced mobility: the number of families
moving away from Hills during the grant
period decreased by half
· pre/post tests indicated that students
improved their perception of themselves
· by the end of the grant period, the school
was referring half as 'many K-3rd graders for
Child Study Team Interventions than at the
beginning of the grant period
· number of special education students did not
decline, but most were transfers who did not
benefit in full from K-3 programming
· studies of ITBS scores for 3rd - 6th graders
showed that students who had experienced
the K-3 program were more consistent in
showing more that a year's growth between
ITBS tests
· students respond well to one-on-one personal
relationship
· improves reading skills through one-on-one
reading time
· students respond well to one-on-one personal
relationship
· promotes love of reading
· motivates children to read through a
personal relationship with an adult
Page 7
PROGRA1V[
Community Education Center (CEC)
(Senior High Alternative Center for
1998-99)
NUMBER AND
POPULATION
SERVED
Enrollment Count: 83
7th - 12th grades
District-wide
FUNDING
SOURCES
District/Drop
Out
Prevention
BRIEF PROGRAM
DESCRIPTION
POSITIVE OUTCOMES
Provide an educational option 12 students earned high
for students who need an school diploma
alternative to the
conventional schools.
Teacher-student ratio of 13:1.
Senior High Alternative Program
Junior High Alternative Program
Pregnant and Parenting Teen Program
Tutoring Program
150 students at West
and City
65 students at South
East and Northwest
58 young adults
Students
in residential
treatment
Dropout
Prevention
District
Drop Out
Prevention
Iowa
Department
of Education
& Mayor's
Youth
Employment
Program
Federal Dep't
of Education,
Title I
· skills strategies
· individualized academic
support
.communication with parents
and classroom teachers
.information and referrals
, counseling and support
.skills strategies
· intensive academic support
.communication with parents
and classroom teachers
· information and referral
. counseling and support
To assist pregnant or
parenting teens in securing
employment through job
training, subsidized
employment, additional
education or training
Collaboration with Youth
Homes, Inc. to provide
afterschool tutoring to youth
in residential treatment
· 87% of the senior high
students advanced to the next
grade level and stayed on
track for graduation
· 100% of the junior high
students advanced to the next
grade level
· 34 youth employed through
subsidized wages/on the job
training
· 10 graduated from high
school or completed GED
· 3 improved their
employment status with
training
· 9 in post-secondary
education program
· Students receive
individualized support
Page 8
PROGRAM
Hills Family Resource Center
Wood Family Resource Center
in collaboration with United Action
for Youth
NUMBER AND FUNDING
POPULATION SOURCES
SERVED
41 children, 0- Iowa
preschool Department
184 K-6 of Education
85 teens
164 parents JC
from Hills community Decategoriza
including outlying tion Project
areas
1,150 children
575 parents
Federal
Department
of Education,
Goals 2000
Federal
Department
of Education,
Goals 2000
United Action
for Youth
inkind
BRIEF PROGRAM
DESCRIPTION
· Open Media Center Night,
including access to computers
· Toy lending library
· Teen activities
· Referrals to Community
Agencies
· Home Visits, including
those to expectant
mothers/newborns
· Parent groups
· Parent Library
· Assistance with food,
clothing
· Scholarships for summer
day care
· Transportation
· Dental services on-site
· Child care during
conferences
· Monthly Family Fun Nights
· Parent Library
· Family Enrichment Program
· Computer classes for parents
and children
· Parent Advisory Con'tmittee
· Home Visits
· Child care during parent-
teacher conferences
· Transportation
· Sign Language Classes
· Tutoring
· Breakfast group
POSITIVE OUTCOMES
· 100% of parents surveyed
strongly agreed that through
participation in the FRC
they became more involved in
school
· 48% of children at the
kindergarten round-up were
already involved in FRC
activities
· 89% of parents surveyed
strongly agreed that they felt
welcome at school
· strong networks of support
developed among families
· increased networks of
support
· increase student connection
to school, improved
attendance
· Participation in "Family
Fun Nights" ranged from 20%
to 60% of total school
population
Page 9
PROGRAM NUMBER AND FUNDING
POPULATION SOURCES
SERVED
Twain Outreach Program 61 children Federal
in collaboration with Neighborhood 24 parents Department
Centers of Johnson County of Education,
Goals 2000
North Liberty Family Resource
Center
Neighbor-
hood Centers
77 children JC
74 adults Decategoriza
(does not include tion Project
large program events)
from North Liberty Community
community, attending Juvenile
both Penn and Crime
'Wickham Prevention
Elementaries Program
Federal
Department
of Education,
Goals 2000
BRIEF PROGRAM
DESCRIPTION
· information and referral
· counseling
· crisis intervention
· home visits
· Family Enrichment Program
· Support parents in attending
parent-teacher conferences
· Transportation
· Outreach to isolated
parents and to enroll students
in summer school
· Tutoring
· Outreach to isolated
families
· In-home counseling
· Crisis Intervention
·Transportation
· "Family, Food and Fun
Nights"
· Family Discussion Group
· Information and Referral
· Tutoring Program
· Special Community Events
· Assistance with food,
clothing, child care, school
supplies
· "Remarkable School-Home
Partnership Training"
· Parent Library
· Support parents in attending
parent-teacher conferences
POSITIVE OUTCOMES
· 85% participation in parent
teacher conferences
· increased parent comfort
level at school meetings
· increased communication
and understanding between
parents and teachers
· increased academic skills,
attendance and connection
with school
· decrease in negative
behaviors
,60% of parents surveyed
strongly agreed and 40%
agreed that through
participation in the FRC
they became more involved in
school
· teacher feedback on tutoring
program includes: increased
confidence and self-esteem,
academic skills, classroom
participation, motivation
· increased access to support
services
· increased communication
between parents and school
personnel
Page 10
PROGRAM NUMBER AND FUNDING
POPULATI O N SOURCES
SERVED
Eight families from
Coralville Central
Families and Schools Together
Family Enrichment Program ,.
in collaboration with Neighborhood
Centers
Wickham Team I Home Visits
17 children
8 parents
Home visits with 69
of 74 Team I families
District Drug
Free Schools
Comm. luv.
Crime
Prevention
Inkind
support from
agencies
Federal
Department
of Education,
Goals 2000
Basic School
Funding from
General Mills
BRIEF PROGRAM
DESCRIPTION
Parent eduation and support.
Collaboration between
school, parents, AEA,
MECCA and Community
Mental Health.
Four week program including:
· evening meal
· parent discussion group
· children's activity group
· family activity
· visits to families to observe
child in home environment
· build school-home
partnership
POSITIVE OUTCOMES
· increased parent
involvement in school
· increased access to services
in the community
· parent evaluations
indicated that parents found
exchange of ideas with other
parents helpful
· parent evaluations also
indicated that parents
increased their comfort level
with school and agency
personnel
· 100% of families surveyed
felt that the home visit
would make future contacts
with teachers easier
Page I I
PROGRAM NUMBER AND FUNDING
POPULATION SOURCES
SERVED
499 students
Penn, Weber, Wood,
Mann, Lucas,
Kirkwood, Roosevelt,
Coralville Central,
Twain
Elementary Guidance Program
Northwest School Liaison Program
(formerly the Student-Family
Support Center)
Neighborhood Centers of Johnson
County--school-based mentoring
29 students
15 parents from
Northwest
45 students
44 parents
Twain, Roosevelt,
South East
Drop Out
Prevention
lc
Decategoriza
tion Project
Neighbor-
hood
Centers/Iowa
Dep't. of
Public
Health, IC
Co~'~munity
Juvenile
Crime
Prevention
BRIEF PROGRAM
DESCRIPTION
Increased counselor time in
Title I schools
· individual counseling
· classroom guidance
· group counseling
· referrals to community
agencies
· counseling: individual and
family
· crisis intervention
* case managemen t
· in-school mentoring
· academic contracts
· informal counseling
· home visits
· outreach to students with
attendance problems
· transportation to parent-
teacher conferences, school
events
POSITIVE OUTCOMES
· 91% of third graders and
86% of sixth graders surveyed
agreed that their guidance
counselor helps students when
they have problems
· prevention of out-of-home
placement
· greater parent
participation
· improved school success and
attendance
At South East:
· 87% advanced to the next
grade level
· 3 of the 5 students served
with attendance concerns
improved attendance by the
end of the year
· as of the first trimester of
1998-99, almost all of the
students who were in the
program last fall have
increased their GPA by a full
point
Page 12
PROGRAM NUMBER AND FUNDING
POPULATI ON S O URCES
SERVED
120 students, Sixth,
Seventh and Eighth
Grades
Johnson County Youth Leadership
Program
South East Outreach Program in
collaboration with United Action for
Youth and Big Brothers/Big Sisters
Pregnancy Prevention Program, in
collaboration with United Action for
Youth
213 students
150 parents
South East
412 students
72 parents
Roosevelt, Penn,
Hills, Coralville
Central, South East
and Northwest
Community
Corrections
Improvement
Association
Juvenile
Crime
Prevention
grant to UAY
& Big
Brothers /
Big Sisters
Iowa
Department
of Human
Services
BRIEF PROGRAM
DESCRIPTION
· collaboration with
University of Iowa's Athletic
Department
· 7 week leadership
development summer camp
· afterschool activities and
family activities during the
school year
· conflict resolution
· crisis intervention
· presentations to parents
· individual and family
counseling
· information and referral
· case managment
· afterschool programs
· outreach to young women to
be matched witha big sister
· 4 day class room
presentations on gender roles,
media, boundry setting,
assertive skills, how to talk
with parents, teen parent
panel
· 3 part series of parent
workshops
POSITIVE OUTCOMES
· increased leadership skills
· increased community service
· outreach resources and
counseling services highly
accessible
· 14% decrease in truancy
over the 1996 baseline
· decrease in disciplinary
actions
· increased parent
involvement
· 97% of the students
completing the evaluation
survey responded that they
understood more why they
should wait to have sex
· 97% of the students
responded that they knew
more about the consequences
of having a baby as a
teenager
Page 13
PROGRAM NUMBER AND FUNDING
POPULATION SOURCES
SERVED
18 students (in pull-
out program, not
including students
served in classrooms
where concepts
integrated)
45 staff trained at
South East and
Northwest
CASE: Character Education, Anger
Control, Skillstreaming, Empathy
Training (Peace Curriculum)
Federal
Department
of Education,
Goals 2000
BRIEF PROGRAM
DESCRIPTION
· classroom and small group
activities to teach pro-social
skills, empathy, anger
control, character education
· professional development
for teachers, associates,
agency personnel
POSITIVE OUTCOMES
· decreased office referrals
· provides alternative
methods of addressing
students' behaviors
· increase in students' self-
esteem and self control
· increased parent
commitment to address
students' behavior
Page 14
PROGRAM
Student Advocate Program
School Attendance Task Force
In-School Suspension Program
Substance Abuse Counselors
NUMBER AND
POPULATION
SERVED
97 students
52 parents
South East,
Northwest and CEC
28 students with
attendance problems
District-Wide
214 students at South
East and Northwest
178 students at City,
West, Northwest,
South East
FUNDING
SOURCES
Johnson Co.
Decategoriza
tion Project
6th Judicial
Juvenile Court
District
Community
Juvenile
Crime
Prevention
DHS School-
Based
Volunteers
In-kind
resources
District/Drop
Out
Prevention
District Drug
Free Schools
MECCA /
Community
Juvenile
Crime
Prevention
supported
BRIEF PROGRAM
DESCRIPTION
· monitor attendance
· informal counseling
· liaison to juvenile court
office
· communication with parents
· referrals to community
agencies
· skill-building activities
· transportation
Collaboration with County
Attorney and Juvenile Court
Office to mediate with
families whose children
have serious attendance
problems.
· supervision
· problem-solving skill
development
1.5 MECCA staff on-site at
each high school to provide
site-based services
· prevention activities
· interventions
· assessments
· counseling services
· referrals
POSITIVE OUTCOMES
· Participants advanced to
the next grade level:
90% at South East
88% at Northwest
38% at CEC
.Participant did not re-
offend:
82% at South East
76% at Northwest
68% at CEC
64% of students referred
increased their attendance
rate after the mediation
teams intervened
· students supervised at
school
· skill-building Opportunities
· immediate access to
certified substance abuse
counselors
· ongoing support available
· intervention / student
assistance part of
disciplinary action
Page 15
PROGRAM
LINKS
School Children's Aid Fund
Summer Scholarship Program
NUMBER AND FUNDING
POPULATION SOURCES
SERVED
45 Homeless / Near Federal Dept
Homeless of Education
youth
District-Wide
408 students
District -Wide
42 students
United Way
supported
District
Inkind staff
time
Community
Juvenile
Crime
Prevention
Program
BRIEF PROGRAM
DESCRIPTION
· transportation
· school supplies
· summer school scholarships
· referrals to community
agencies
· guidance counselors
participate in Interagency
Case Management
Provide funds for students in
need of medical
examinations, clothing,
school supplies, glasses or
medications.
Scholarships:
25 summer school
4 Tae Kwon Do
6 Basketball camp
2 Football camp
1 soccer camp (partial)
4 bus passes
POSITIVE OUTCOMES
· reduce number of disruptions
in education
· increased attendance
· increased academic skills
· increased sense of belonging
at school
· basic needs of students met
so that learning can occur
· academic progress seen in
students participating in
summer school
· opportunities to engage in
positive activities during
summer months
Summer Program for homeless
children, collaboration with
Domestic Violence Intervention
Project and Emergency Housing Project
14 students (summer of Federal
1998) Department
of Education
· transportation to summer
school
· educational program for
preschool-aged children and
kindergarteners
· enrichment activities
· academic progress seen in
all children participating
Page 16
Program Staff:
PROGRAM
FTE--
DISTRICT
11.5
4.5
3
AGENCY
Alternative Education
Family Resource Centers 1.1
Student Advocates
Outreach / Prevention 2
Sub. Abuse Counselors 2
Elementary Guidance / 4.5
At-Risk Program
Reading Recovery / Title I 15.75
Daycare and Preschools 9.5
Coordinator 1
TOTAL 49.75 5.1
Coordination
The Youth and Family Development Coordinator (formerly known as the At-Risk
Coordinator) was hired in December of 1994 through the Community Juvenile
Crime Prevention Program. In 1995, the position was restructured to also include
the responsibilities of the Substance Abuse Prevention Facilitator. By collapsing the
at-risk and substance abuse prevention positions, the District was able to decrease
the budget for administration and increase direct services to students. The District
contracted for substance abuse prevention and intervention services with MECCA.
Collaborative Efforts with Community Agencies
The at-risk programs are staffed in a number of different ways. In recent years, the
At-Risk Programs have become more multi-disciplinary. The Student Advocate
and Family Resource Center programs are staffed with social workers. Similarly,
several of the programs are operating through contracts with agencies. The District
contracted to provide staffing of at-risk programs with the following agencies:
United Action for Youth, Neighborhood Centers of Johnson County, Youth Homes,
Inc. MECCA, Domestic Violence Intervention Program, Lutheran Social Services,
ACE Program. Additionally, numerous agencies have developed or supported
programs in partnership with schools without receiving District funds- The
District's collaborative efforts with human service agencies have strengthened our
interventions with at-risk students.
Volunteers
About 150 volunteers have been placed in at-risk programs to assist program staff.
Volunteers were placed in the Rock and Read program; the City High skills
strategies class has strong volunteer support, with some volunteers working with
the program for seven years. Volunteers were also placed in Family Resource Center
programs. Volunteers from the community have also contributed many hours
through their work on the At-Risk Committee, the School Attendance Task Force
and the Substance Abuse Task Force.
Page 17
The At-Risk and Substance Abuse Prevention programming in the district is guided
by input from a number of planning/advisory committees, as well as data collected
and organized both to assess needs, as well as evaluate program effectiveness.
A. DATA
1. Needs Assessment
In the fall of 1997, the Youth and Family Development Coordinator, a University
student earning a Masters Degree in Social Work (MSW) and the Coordinator for
the Community Juvenile Crime Prevention Project collected data to assess the needs
of at-risk students in the ICCSD / Johnson County. Listed below are is a summary of
the data.
Comparison of ICCSD/Johnson County with State Data
· Johnson County has 17.1% of residents below poverty line, the state average is
11.5% (1990 Census)
· Johnson County has 4.87 homeless children/1000, the state average is 2.67/1000
(State Department of Education, 1998). This is the highest number of homeless
children of any of the state's eight largest counties even though Johnson County has
the fewest inhabitants of these counties.
· ICCSD free and reduced lunch count is 15.95%(ICCSD-Title I )
in 1997-98, the state average is 26.55%
-four schools have rates 3.48% to 5.52%
-four schools have rates 33.5% to 44.22%
· For
place
certain juvenile crime offenses, Johnson County ranked higher than its 8th
rank in population--
3rd highest for aggravated assault
5th highest for burglary and liquor law violations
6th highest for juvenile arrests for larceny and drug ofenses
7th highest for vandalism of property
6th highest overall for the most serious offense categories, including assaults,
burglary, drug offenses
(Vital Statistics)
Page 18
· Rate of marijuana use (once a month or more) among students surveyed in
ICCSD was 15%, the State average was 8%. (1996 Iowa Youth Survey)
· Rate of alcohol use (two or more times a month) among students surveyed in
ICCSD was 19%, the State average was 19%. (1996 Iowa Youth Survey)
· 1.2% of students dropped out of school during the 1995-96, the state average is 2.1%
(ICCSD / Iowa Depart~nent of Education)
· Johnson County has the lowest rate of teen pregnancies in the state (Vital
Statistics, 1995)
Increases Seen within Johnson County / ICCSD
· Number of children living in poverty increased 43.8 percent in the last decade,
well above the average 21.7 percent increase for the state (1990 Census data)
· The average number of children in foster care was 47 in 1994, for fiscal year 1997
the average number increased to 67. (Department of Human Services)
· From 1990 to 1997 the referrals to juvenile court have increased 78.2% from 473 in
1990 to 843 in 1997; delinquency petitions increased by 67.5% from 80 in 1990 to 134
in 1997 (Johnson County Juvenile Court)
· Inpatient admissions from the ICCSD to Child Psychiatry Services at UIHC
increased from 7 in 1991 to 56 in 1997 (UIHC Child Psychiatry Services)
Other ICCSD Data
· At the junior highs a total of 140 new students transferred into the district from
the beginning of the 1997-98 year through December of 1997 and 109 students
transferred out during the same time period. (ICCSD)
At South East, fifty-six percent (56%) of the new students were eligible for free
and reduced lunch, twenty-six percent (26%) needed either special
education or alternative programming.
At Northwest twenty-four percent (24%) of the new students were eligible for
free and reduced lunch, and seventeen percent (17%) needed either special
education or alternative programming.
· In the four traditional secondary schools a total of 457 students had less than a 2.0
grade point average in the first trimester of 1997-98, which represents 9.9% of the
4,595 students enrolled. (ICCSD)
In addition to compiling aggregate district data, the MSW student also did extensive
research on the 17 attendance areas, gathering data on poverty, child abuse reports,
and the number of children in foster care. This data serves as a guide in
determining which schools should be given highest priority when pursuing
additional resources for at-risk programming.
Page 19
2. Dropout Data
Over the summer, the Youth and Family Development Coordinator pulled data off
the Columbia System, interviewed numerous high school administrators and
counselors and personnel from Kirkwood Community College to determine the
number of students who dropped out in 1997-98. This data is will serve as an
accurate baseline for evaluating at-risk and alternative education programs.
Eighty-two (82) students dropped out of school during the 1997-98 academic year.
Twenty-five students enrolled at Kirkwood Community College to earn a GED,
which is defined by the state as dropping out. Forty students were sited as having
attendance as the reason for dropping out.
Grade 8th 9th 10th 11th 12th Special Ed
Level
Number 1 15 21 21 19 5
of Drops
Ethnicity European- African- Asian or Hispanic Native ~{a~e Fe~ie
American American Pacific American
Islander
Number 59 15 1 5 2 49 33
of Drops
72% 18% 1% 6% 2% 60% 40%
3. Other Data
The Youth and Family Development Coordinator is working to refine a data
collections system, district-wide for truancies and disciplinary actions. A wide range
of other data is collected for individual programs. The key outcomes of the
individual program evaluations are listed in the program summary. Dr. David Bills
form the University of Iowa College of Education has agreed to assist with the
evaluation of the Senior High Alternative Center.
B. COMMITTEE STRUCTURE
1. At-Risk Committee
In June of 1994, the At-Risk Committee (a group of teachers, counselors,
administrators and members from the community) was reconvened to address the
issues of at-risk students in the District and was charged with revisiting the original
plan and developing a comprehensive plan which would provide direction to At-
Risk programs for the next several years.
In developing the plan, the committee strove to strike a balance between early
prevention programming and intervention activities for students that are
participating in risk-taking behaviors. The full plan with action steps is available
upon request from the Youth and Family Development Coordinator. The
objectives of the plan are listed as categories in the program summary.
Page 20
The At-Risk Committee met three times during the 1997-98 academic year. The
main goal of the committee was to exchange information between programs in the
district and in the community, to identify trends, gaps in services and discuss
strategies to maintain funding for programming. Several members of the At-Risk
Committee also served on the Alternative Education Committee which met weekly
in the spring to design a basic framework for the restructured alternative education
program. The At-Risk Committee received reports from the planning committee as
well as from the junior highs who worked at their respective buildings to develop
additional programming for 1998-99.
2. Strategy III
The comprehensive plan for at-risk programming is also being utilized to
implement Goal III of the ICCSD's Strategic Plan: We will proactively respond to
the needs of our increasingly diverse student body population.. In the fall of 1996,
members of the At-Risk Committee, the Health Services Advisory Committee, the
Guidance Advisory Committee and the Substance Abuse Task Force reviewed the
comprehensive plan and identified seven specific action steps to support students at
risk of not completing their educational programs.
The primary focus for 97-98 was on professional development. For 1997-98, the
"menu" inservice days for teachers focused on meeting the diverse needs of
learners. A wide range of workshops were offered to address issues of at-risk
students. Professionals from the community volunteered to present on family and
social issues. Educators, both from within and outside of the district presented on
strategies for the classroom.
3. Substance Abuse Task Force
In the spring of 1998 members of the Substance Abuse Task Force and At-Risk
Committee completed a self-assessment on the district's substance abuse prevention
efforts. Based on the assessment, training was identified as a need in the district. A
comprehensive professional development program is being developed, not only for
teachers, but also for administrators and support staff. A thorough assessment will
be conducted in 1998-99 and building level inservice days will be set aside in 1999-
2000, so that all staff will receive training in a systematic way. Training for
administrators will be offered during 1998-99, based on a survey that administrators
completed in June of 1998.
The assessment also indicated the need for additional prevention activities,
particularly parent involvement programs and youth directed social activities.
Intervention programmming, specifically MECCA counselors in the schools, was
also viewed as a high priority. The lack of coordination time specifically for
substance abuse prevention was also sited as a concern.
Because of the results of the 1996 Iowa Youth Survey, the district will receive
supplemental drug free schools funding for the next three years. Additional funds
will be used to address the deficit areas idenitified in the self-assessment.
Page 21
4. Health Curriculum Review
1998-99 marks the beginning of the Health Curriculum Review process. Health
Mentors at each elementary school have been identified to be "point persons" at
their building to assist with the assessment process, both in terms of training needs
and the health curriculum, which includes Here's Looking at You, 2000 and DARE.
The communication network being developed through the Health Mentors will be
invaluable, both to disseminate and collect information. The goal is to put
substance abuse prevention on the "fast track" of the review process so that the
district can take advantage of the supplemental allocation of drug free schools
funding.
5. Search Institute Model of Youth Asset Building
In April of 1998, a one day "Youth in Our Communities" conference was held. Two
hundred and seven (207) people attended, including business leaders, elected
officials, parents, representatives from the clergy, school .personnel, social workers
and twenty-five (25) young people. A representative from the Search Institute
presented the asset model of prevention to community leaders. Research by the
Search Institute has identified forty concrete, positive experiences and qualities---
"developmental assets"---that have a tremendous influence on young people's
lives. The more assets a student has the less likely that they will engage in high risk
behaviors. The conference was a great opportunity to involve all factions of the
community in asset-building. The Policy Board of the Community Juvenile Crime
Prevention Project has agreed to take responsibility for keeping this important
initiative going.
6. Stepping Up Project
The district is a partner in an exciting new initiative---the University of Iowa's
Stepping Up Project, a community partnership to reduce high risk drinking. The
University of Iowa was one of six universities selected to receive funding from the
Robert Wood Johnson Foundation to address excessive, high risk drinking. The
University of Iowa was selected because results from a student survey revealed that
over 50% of the student population participated in binge drinking.
The program is multi-faceted and addresses the issue of excessive drinking on many
different levels---examining policies at the state and local level; changing social
norms; increasing educational opportunities; increasing recreational and social
opportunities for students. In addition to addressing the needs of University
students, the program is targeting students from the eight feeder high schools to the
University, including City and West High Schools.
Over the summer a focus group was held to gain high school students' perspective
of the substance abuse issue and how students can be involved with the solution of
the problem. The district is collaborating with the University of Iowa's Stepping Up
Project and United Action for Youth to offer social activities on the week-ends,
when students are most likely to use alcohol and drugs. The key to the success of
this initiative is to have the youth involved in the planning of the activities.
Page 22
The 2.7 million in funding for at-risk programming comes from a variety of sources.
Listed below are the major sources of funding for the 1997-98 academic year, not
included are sources of funding received by agency partners and inkind support.
Name of Program
Title I
Dropout and Dropout Prevention
Safe and Drug Free Schools
Community Juvenile Crime Prevention
Program
Sixth Judicial Juvenile Court
Johnson Decategorization Project
Funding Source
Federal Department
of Education
Local taxes,
application process
through the Iowa
Dep't of Education
Federal Department $49,696
of Education
State of Iowa, Dept of $34,692
Human Rights, Div of
Criminal and Juvenile
Justice Planning
Iowa Department of $53,283
Human Services, and
Sixth Judicial
Juvenile Court
Iowa Department of
Human Services, $51,800
Amount Status
for 1997-98
$577,896 Ongoing
$935,912 Ongoing
Ongoing, increasing
by 100% for 98-99
Reapplication
annually, program
due to "sunset" June
2000
o~going
Reapplication
annually, funding
unlikely for
1999-2000
City of North Liberty
Goals 2000-Family Resource Centers
and CASE Curriculum
LINKS Program for Homeless Youth
Hills and Twain Preschool Grants
Hills Wrap-Around Child Care
Hills Family Resource Center Grant
Hills K-3 Grant
District General Fund--CEC, match to
Student Advocate Program (does not .
include inkind costs)
TOTAL
City of North Liberty
Federal Department
of Education, pass
through to State
Federal Department
of Education, pass
through to State
State Department of
Education
State Department of
Human Services
State Department of
Education
State Department of
Education
$5,000
$135,000
$20,000
$137,177
$40,000
$36,000
$147,048
$522,456'
$2,745,960
Reapplication
annually
Grants expire Jtme
1999
Reapplication bi-
annually
Reapplication
annually
Reapplication
annually
Grant expires June of
1999
Grant expired
June of 1998
Page 23