Tuesday

How CIS Works Inside Schools


Take an interactive tour of the Communities In Schools model and see how we are surrounding students with a community of support, empowering them to stay in school and achieve in life.




Take a tour of our unique model!


A Trusted Mentor Kept Ellie In School



What happened next?

Ellie’s mother struggled with drug addiction, rehab and arrests, making it difficult for Ellie and her sisters to stay focused on school and the future ahead of them.
CIS Site Coordinators Liberty and Victoria worked with Ellie via an initiative called Project Success, which helps kids prepare for SATs and plan for college. In addition, they helped the girls with transportation, yearly school supplies, prom tickets, Thanksgiving dinner and more – as well as gave Ellie the emotional support she needed to thrive.

Ellie, now 23, is currently enrolled as a fashion merchandising major at Texas State University. She's working toward a career she's passionate about and “now believes that everything is possible, because of Ms. Liberty…she brought out the confidence in me.”

Friday

A Trip to the Dentist Kept Cheyenne In School




What Happened Next?

Some days, the pain Cheyenne felt was unbearable. Throbbing toothaches were disrupting her life. At night she couldn’t sleep, and during the day she couldn’t stop visiting the nurse’s office. Her visible suffering was brought to the attention of Cassie Myers, the site coordinator at Communities In Schools of Ottawa, Kansas.
In meeting with Cheyenne, then a junior at Ottawa High School, Myers discovered a teen struggling with low self-esteem and living in an unstable home environment. She had recently moved to live with her older brother and his family. And because she could not afford it, Cheyenne’s dental health had gone unchecked for eight years.
Myers immediately arranged for Cheyenne to receive free dental treatment. Finally, after several trips to the dentist, Cheyenne was pain-free. Then Myers helped Cheyenne apply for and receive state health insurance. Myers also supported Cheyenne’s emotional well-being so she could refocus on school.

Myers met regularly with Cheyenne to discuss her plans for the future. She became a constant reminder that in order to build the life Cheyenne wanted, she needed an education. With hard work and determination, Cheyenne, who had finished her sophomore year with a 1.9 GPA, completed her final senior marking period with a 4.0.