School Climate & Safety

Picking Up the Pieces

By Erik W. Robelen — November 11, 2005 7 min read

As Jo-Ann Ordoyne takes roll in her 11th grade American history class, about half the names she calls out are greeted with silence.

“Fernando?” says Ordoyne, a teacher at Bonnabel High School in Kenner, Louisiana, for 33 years. “Anybody hear from Fernando?”

No one answers.

“Megan?” she calls out a few minutes later.

“I heard that she’s not coming back,” one student replies.

Storm-battered Bonnebel High reopened October 3. Even teachers were pressed into service working to clean waterlogged classrooms, cutting and hauling trees, bleaching walls, and "picking up things that we never, ever thought that we would have to pick up," as history teacher Jo-Ann Ordoyne put it.

It’s Monday morning, October 3, the first day back for public schools in the New Orleans suburb of Jefferson Parish after Hurricane Katrina struck southeastern Louisiana on August 29. Since that day, Ordoyne’s students have been scattered far and wide: Atlanta; Dallas; Houston; Panama City, Florida; Shreveport, Louisiana; and St. Louis.

Now 15 of them are reunited, but things are definitely not the same. They’ve all been through a lot, and so has their school.

First, there was the storm. Roofing was ripped off some of the beige, blocklike buildings that make up Bonnabel High’s nondescript campus nestled in a suburban neighborhood near the New Orleans airport. Heavy rains flooded halls and classrooms. Powerful winds leveled trees. Parts of the campus were under more than a foot of water. And then there was the mess left after the school was pressed into service as an evacuation center. Filthy clothes, rotting food, urine, and feces had soiled hallways and classrooms.

See Also

Read the accompanying story,

Still, five weeks after Katrina landed in Louisiana, Bonnabel and 78 other Jefferson Parish schools are welcoming students back. “It was an incredible effort by a whole lot of people,” says Diane Roussel, the superintendent of the district, which enrolled 49,000 students before the hurricane forced mass evacuations from the New Orleans area.

But Ordoyne’s regular classroom is still off-limits, with cleanup contractors removing ceiling tiles, flooring, and plasterboard. Her temporary quarters have been dubbed the “Fourth of July” room because of the elaborate red, white, and blue decorations. The 55-year-old educator has festooned the room with eye-catching extras: stuffed bears in honor of the school mascot, a big poster from the movie Meet Joe Black, and placards with slogans like “You never, never, ever give up!” On the front chalkboard, she has written “Welcome back, Bruins!”

In her makeshift surroundings this first morning back, Ms. O., as Ordoyne’s students call her, prepares to share some of her own experiences and invites the students to speak up, too.

“We have all lost something,” she tells the class. “But in spite of all our personal misery, we are here, and we know the value of education.

“The future that you envision for yourself,” she adds, “begins again today.”

While the worst damage from Hurricane Katrina was centered on portions of New Orleans and St. Bernard Parish, where public schools are still closed [see “Crescent Wrench, page 20], Jefferson Parish didn’t get off easy. Five of the district’s 84 schools were damaged so badly that they still have not reopened, and they may well be written off altogether. Many local businesses, including two major shopping malls, remain closed this first week of October.

The task of getting the school system up and running began just days after the storm hit. At an early-September school board meeting in Baton Rouge, the state capital, district officials estimated that about half the schools would be ready by the target reopening date of October 3. Facilities were divided into three categories—A, B, and C—based on the extent of damage. C schools had the most severe damage and were not expected to reopen on the target date, if at all.

Ordoyne welcomed back just 15 students to her U.S. history class the day Bonnabel reopened. Initially, 664 students returned to the suburban New Orleans school, less than half its pre-Katrina population of about 1,600.

Bonnabel High was on the C list. “I never, ever thought the school would open” on time, says Alan Forcha, the school’s plant manager. “It was just trashed.”

Forcha stayed on campus throughout the storm and afterward. He did all he could to minimize the damage, and he barely slept the week of the storm, particularly after a last-minute decision by police to use the school to take in displaced people. “I had to turn it over to the authorities,” he recalls. “It was crazy; it was chaos.”

In all, some 2,000 evacuees stayed at the school over the course of seven days, he says, though they came and left in waves. “Most of the people who came in had no food, no water, they had nothing,” Forcha says. The situation worsened when the campus first lost power and then water.

The damage caused by the building’s use as a shelter “was probably the biggest shock to all of us,” says Raymond Ferrand, Bonnabel’s principal. Items worth as much as $5,000, including PE uniforms and sweat suits, were taken.

Teachers and other staff members helped with some of the cleanup, though professional contractors were hired to sanitize the buildings and help meet health and safety codes. “All of your teachers ... were cutting trees and hauling trees, bleaching walls, picking up things that we never, ever thought that we would have to pick up,” Ordoyne tells her students.

Contractors still roam the nine-building campus, with their efforts focused on one building that remains closed and another that is only partially open. In addition, more than 150 state and local police from New Jersey—in the area to help with local relief efforts—are still staying in the gymnasium and using half the cafeteria for meals.

Only 664 students showed up for Bonnabel’s first day—less than half the usual population of about 1,600. Nearly 250 more will follow in the coming week, but “right now, I actually have too many teachers” districtwide, says Ronald Ceruti, the assistant superintendent for human resources. “If we don’t get those kids, then you don’t get the money.”

The students who are back have been through a month of upheaval: packed into small hotel rooms in unfamiliar cities, staying at the Astrodome in Houston, moving from city to city, returning in some cases to find their homes unlivable and their parents out of work. “The hurricane, the natural disaster, is over,” says Jo Ballantine, Bonnabel’s social worker. “But there is, I think, a hurricane inside of each one of us.”

After evacuating to Houston with her family, junior Karen Villegas, left, spent a week attending school there. "It was weird," she says of the experience.

Bonnabel serves a diverse enrollment, with many students from low-income families. Almost half the students are African American; about one-third are white; one-quarter are Hispanic or Asian. Roughly two in three qualify for free or reduced-price lunches. Most of the more affluent families in Kenner, including many in the neighborhoods right by the school, send their children to private schools.

Regjon Lee, a 10th grader, says she spent “four strong, hard weeks” in Baton Rouge after the storm. She slept on the floor in a Motel 6 with seven family members, all in the same room.

Junior Karen Villegas traveled to Houston with her extended family—her parents, her pregnant sister and other siblings, an aunt, and her grandmother—where they stayed in a trailer. Villegas, whose home sustained heavy damage, attended a Houston public school for about one week. “I didn’t like it,” she says. “I didn’t really have any time to get accustomed, so it was weird.”

Leigha Cooley, another junior, says she doesn’t feel quite right. “I didn’t lose anything, and a lot of people did,” she says. Her classmate, 16-year-old Angela Carrillo, says she worried about what she would find on her first day back to school. “I dreaded today,” she says. “I was scared to come back and see who’s not going to be here.”

But two days later, Ordoyne is already diving back into the curriculum. She’s giving one of her history classes a quiz, with another planned for the following day.

Most kids, she says, aren’t able to do homework outside of school because they are helping rebuild their families’ houses, are piled into close quarters with many relatives, or are holding part-time jobs.

Still, she says, most of her students are “really good.”

“Every now and then, I’ll have one that drifts off or starts to cry, and I tell them, ‘You know what? If you have to cry, cry,’ ” she says. “I’m trying to help them cope.”

The students who returned to Bonnabel had some new neighbours: Roughly 150 police officers sent from New Jersey as part of ongoing relief efforts were sleeping in the gym.

Ordoyne can relate. For her, Katrina calls to mind another big storm, Hurricane Betsy, which hit the area when she was a teenager back in 1965. She lived at the time in what she describes as a “typical old New Orleans home” on St. Patrick Street with her parents, two brothers, and a sister.

“I can remember the house just rattling, and the wind just blowing and howling and making these screeching, high-pitched sounds,” she says. The shingles from a neighbor’s house crashed through her family’s windows, “just like knives in the wooden floor,” she says.

This time, Ordoyne’s home in nearby St. Charles Parish suffered only minor damage. But she lost at least one thing of great personal value: Katrina leveled three pear trees in her backyard planted years ago, one for each of her daughters.

So as part of her effort to help her students cope, she turns to her subject material to remind them that they’re not the first to weather a disaster. “As we talked about the Great Depression in history, that was not your reference, so you didn’t know the sacrifices that that generation made,” she tells the class. “You didn’t realize how strong a character it took to pull together to rebuild after the Great Depression.

“Now it has happened to you,” she continues. “This is your catastrophe, and as you grow older, grow into adulthood, you’ll talk about this for years to come, and you’ll tell people: ‘You haven’t experienced anything. I survived Katrina.’ ”

Erik W. Robelen is an assistant editor for Education Week.
A version of this article appeared in the November 01, 2005 edition of Teacher as Picking up the Pieces

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Classroom Technology Webinar
Here to Stay – Pandemic Lessons for EdTech in Future Development
What technology is needed in a post pandemic district? Learn how changes in education will impact development of new technologies.
Content provided by AWS
School & District Management Live Online Discussion A Seat at the Table: Strategies & Tips for Complex Decision-Making
Schools are working through the most disruptive period in the history of modern education, facing a pandemic, economic problems, social justice issues, and rapid technological change all at once. But even after the pandemic ends,
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Education Funding Webinar
From Crisis to Opportunity: How Districts Rebuild to Improve Student Well-Being
K-12 leaders discuss the impact of federal funding, prioritizing holistic student support, and how technology can help.
Content provided by Salesforce.org

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School Climate & Safety As States Fall Short on Tracking Discipline, Concerns for Equity Grow
Pandemic upheavals have left a majority of states with holes in their data about discipline in schools, potentially worsening disparities.
4 min read
Image of a student sitting outside of a doorway.
DigitalVision
School Climate & Safety Proms During COVID-19: 'Un-Proms', 'Non-Proms', and Masquerades
High school proms are back in this second spring of COVID-19, though they may not look much like the traditional, pre-pandemic versions.
7 min read
Affton Missouri UnProm
Affton High School students attend a drive-in theater "un-prom" in Missouri on April 18.
Photo Courtesy of Deann Myers
School Climate & Safety Opinion 5 Things to Expect When Schools Return to In-Person Learning
Many schools are just coming back to in-person learning. There are five issues all school communities should anticipate when that happens.
Matt Fleming
5 min read
shutterstock 1051475696
Shutterstock
School Climate & Safety What the Research Says 'High-Surveillance' Schools Lead to More Suspensions, Lower Achievement
Cameras, drug sweeps, and other surveillance increase exclusionary discipline, regardless of actual student misbehavior, new research finds.
5 min read
New research suggests such surveillance systems may increase discipline disparities.
Motortion/iStock/Getty