City Connects in Catholic Schools

From the archives: How City Connects makes a difference in schools

While the blog goes on summer vacation, we’ll spend the next few months sharing past posts and social media coverage about the many ways City Connects helps students thrive.

This week’s roundup looks at how City Connects works in schools across the country.

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Confidence, competence, and care: building social-emotional skills in Minneapolis
City Connects Blog, June 14, 2018

When C.J. McGowan became the City Connects Coordinator at Ascension Catholic School, she saw students who had many needs — and also many strengths.

“I saw a Catholic school in the north side of Minneapolis, which is the toughest side of the city, probably of the whole Twin Cities in terms of crime and poverty,” McGowan said, recalling her early days at Ascension.

“There were a handful of kids who had gone through trauma. The trauma of immigrating. The trauma of being poor and not being able to afford food on a regular basis. There were academic needs and some intense behavioral health needs. And yet, there were a ton of resilient kids doing their best and doing pretty well.”

She knew that — in addition to addressing students’ comprehensive needs — building on strengths and generating feelings of competence and confidence could change the way these students saw themselves as learners and could help them thrive. So that is what she did.

The (evidence-based) power of eyeglasses

Last school year, in the middle of the pandemic, getting services to students was hard, but in Minnesota Helen Keller Intl, a City Connects community partner, persisted.

“In a normal year, Helen Keller goes into schools and conducts eye screenings,” Laurie Acker, the City Connects Program Manager in Minnesota, says. “They also have an eye doctor who will give a complete eye exam if a student needs glasses.”

Last year, Helen Keller Intl brought its services to local Catholic Schools implementing the City Connects model.

“Of course it was a little bit more challenging because we had to wipe everything down and we could only have two kids in the room at one time. The coordinators were really instrumental in facilitating this process.”

Sometimes this meant getting reluctant students excited about new eyeglasses. “We try to help them feel good,” Acker says. Other times it’s a matter of sharing in the excitement.

And for one student, it was a matter of doing detective work.

Sizing up the new school year

“It is calmer,” Laurie Acker, the City Connects Program in Minnesota, says of the brand new school year.

“When Covid first hit it was an emergency and there was chaos. Then last year was extremely hard for teachers and students. Now this year, there’s science and protocols. We’re following CDC guidelines. If there’s a Covid positive case, we don’t have to shut down a grade or a school. Instead, we can quarantine close contacts.”

But even in this relatively calmer phase, Acker and the City Connects Coordinators she supervises are supporting students and planning ahead.

“We’ve gotten to the point where instead of being reactive, we’re proactive. We’re able to have kids eat in lunchrooms in designated spots. Kids can take their masks off when they go outside. And at some schools, Covid testing for teachers is required,” Acker says.

Coordinators are also much more attuned to signs of anxiety, so they can see when students might need more support.

“We’re running more skills groups for students that focus on coping and calming strategies.”

Detectives: City Connects coordinators in early education programs

News headlines keep echoing a dismal fact: across the country, children are dealing with the trauma of living through a global pandemic.

This is true for both school-aged children and for young children ages 0 to 5. And as City Connects Coordinator Elizabeth Planje explains, working young children in preschool programs to provide services and promote healing requires a different lens.

“You do have to be a little more curious to find the root cause of what’s bothering very young children,” Planje says. She’s the coordinator at Sacred Heart School, in Lynn, Mass., as well as a therapist. At Sacred Heart, she works with students as young as 2.9 years old. “The older kids can tell you more about what’s going on, but with younger kids you have to be more of a detective.”

This means observing, thinking, and testing out ideas across all four City Connects domains — academic, social/emotional, physical health, and family — to understand children’s needs.

Planje tells the story of a young child who screamed every time he went to the restroom. It took some reflection, but eventually Planje and the teachers theorized that the child was experiencing sensory overload. The sound of flushing was too loud for him. The solution: he now goes to the restroom wearing headphones that muffle the noise.

Meeting with our community partners — virtually

“Our community partners are so vital to the work of City Connects” Lynne Sullivan, City Connects’ Director of Implementation, says, “so we encourage each district to hold a community partner event each year.”

Whether it’s a breakfast in Minnesota or in Boston, these events let our partners and our staff come together to share both the work they’re doing and their goals for better serving students. They get to chat, brainstorm, and make connections.

“City Connects’ role as a convener is so important,” Sullivan says. “We want to create time for broader discussions. We want to cut through the pandemic’s isolation. And we want schools and community partners to hear directly from each other about what, specifically, they need from each other.

But in the middle of the pandemic, meeting face to face isn’t safe. So City Connects co-hosted a virtual event for our coordinators, our community partners, and the principals of public schools and Catholic schools in the Boston area.

Our co-hosts were the Boston Public Schools’ Office of Community Partnerships and the Archdiocese of Boston’s Catholic Schools Office.

“We convened everyone remotely so they could hear from each other what they’ve been doing during the pandemic,” Sullivan says, “and so they could talk about how they’re planning for the next school year.”

The event included a panel discussion featuring two principals — Efrain Toledano of Boston’s Tobin School and Beth Looney of Boston Catholic’s Mission Grammar School – explaining what they’ll need from community partners when their schools reopen in the fall.

“The principals said to the community partners, ‘Please share all your ideas for how you want to work with kids.’ ‘No idea is crazy,’ ” Sullivan says. “The principals are eager to identify the gaps in services for kids so that they can work with community partners to fill them.”

A new City Connects Coordinator: Shannon Stamegna

Once upon a time, Shannon Stamegna thought she might go to law school. But after she started looking at educational programs, she found the social work program at Salem State University.

“The description of the program and of learning to help others just matched my personality,” she says. “I also loved the idea of working with families and connecting them to community services.”

“I think there are times when parents think it’s best to figure things out themselves, when really they would be so much better off asking for help and getting connected to community organizations that are excited to provide support.”

Stamegna worked in community health as a licensed clinical social worker. But because of the pandemic she had been working at home, still helping people but at a distance.

Then she heard about a job opening at City Connects. So two months ago, she jumped into a new challenge and a year-old pandemic and became the City Connects Coordinator at St. Pius V School in Lynn, Mass. Continue reading “A new City Connects Coordinator: Shannon Stamegna”

Tigers make the week better

City Connects Coordinator Shannon Underwood needed a way to boost students’ morale in the middle of the COVID-19 pandemic.

Her students were back at Immaculate Conception Parish School in Revere, Mass., in person and full time. They were wearing masks, using hand sanitizer, and sitting behind plexiglass shields that had been attached to each of their desks. Afterschool programs had been cancelled because of Covid. And work with the school’s community partners had been curtailed.

So Underwood implemented the idea of naming a “Tiger of the Week,” a student who demonstrated excellence through service to others. Students get a certificate and a small trophy. A tiger is the school’s mascot.

“I wanted to incentivize random acts of kindness,” Underwood says.

Coordinating for the holidays

As this difficult pandemic year ends, City Connects Coordinators are making many lists and checking them twice to ensure that families have what they need to get through the holiday season.

Across the country, coordinators are making sure that children have access to the practical, educational, and even magical resources they need to have happy holidays and a successful new year. These include:

• coats, food stamps, rental assistance, and help for newly arrived immigrants

• tutors, bus passes, and an in-school paraprofessional to support a child with disabilities

• holiday meals and gifts as well as two Trees for Tots Christmas trees — one Minion-themed, and one book-themed – being decorated by City Connects Coordinator Gabrielle West and her colleagues at Catholic Central’s elementary school in Springfield, Ohio. The trees are being donated to two families in need. Continue reading “Coordinating for the holidays”

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