![Page 1: Identifying Schools for Students Cedar Rapids Community School District Board of Education Cedar Rapids Community School District Board of Education August](https://reader036.vdocuments.mx/reader036/viewer/2022062511/5515866c55034674578b5701/html5/thumbnails/1.jpg)
Identifying Schools for StudentsIdentifying Schools for Students
Cedar Rapids Community School District
Board of Education
Cedar Rapids Community School District
Board of Education
August 11th, 2008
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Part 1- Identifying Schools for StudentsPart 1- Identifying Schools for Students
Jay Marino
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Using Data
Collaborative effort to identify families impacted by the flood
Over 1600 flood-impacted families were identified in late July, 2008
August 4-8th: Schools followed-up and verified the status of students
August 9th: Families checked in at the Back to School rally to help ensure accuracy of the list
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•Collected data on 1206 student at the rally!
•Students received back packs and school supplies
•Other services provided by community organizations
Back to School Rally
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3 Phases for placing students
Phase 1: Identify schools for students residing in the Taylor neighborhood
Phase 2: Identify homeless students and determine transportation needsA- Students may attend the school in the
neighborhood in which they resideB- Students may request to return to the school
they last attended (where feasible) Phase 3: Consider all individual requests that don’t meet
the needs of families in phases 1 and 2
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Phase 1- Identifying schools for students residing in the Taylor neighborhood
Considerations to Identify Schools:Elementary schools adjacent to the Taylor
neighborhoodCleveland, Harrison, Grant/Wilson
Class size, space availability, programsMiddle school attendance areasKeeping families together
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Wilson & Grant
Harrison
Taylor
Cleveland
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Wilson & Grant
Harrison
Taylor
Cleveland
A systems approach…
•Lines were drawn to distribute students
•Keep families together
•Middle school attendance patterns considered
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Schools Identified for Taylor Students
August 8th: Completed Phase 1- Contacted all Taylor non-flood impacted families
68 Personal contacts made Schools Identified for students:
Cleveland- receiving 10 studentsHarrison- receiving 24 studentsGrant/Wilson- receiving 22 studentsUnknown- 12 (depends on programs)
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Phase 2: Identify homeless students and determine transportation needsIdentify all students who are considered
“homeless” as defined by the McKinney-Vento ActShelter, motel, vehicle, campground, FEMA
Trailer, doubled-up with friends/relatives, on the street, abandoned buildings
Students may attend the school in the neighborhood in which they reside (OR)
Students may request to return to the school they last attended (where feasible)
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Phase 2 Process
1. Update database with information gathered from the rally2. Identify "homeless" students3. Create a list of homeless students that indicates:
where students are staying (and) where they want to attend school
4. Determine feasibility of honoring requests: Space at receiving school; Distance of travel
5. Confirm placement of all homeless students6. Create system of “Pick-Up Points" around the city7. Create bus routes and transportation logistics8. Communicate confirmation of homeless student
placement with families and schools.
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•Student would arrive at pickup point
•Pickup points may be up to ¾ of a mile away from where they are staying
•Pickup points will be determined according to where the homeless students are staying
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•Student would arrive at pickup point
•Pickup points may be up to ¾ of a mile away from where they are staying
•Pickup points will be determined according to where the homeless students are staying
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Phase 3: Consider all individual requests that don’t meet the needs of families in phases 1 and 2
Homeless Students: Will follow the McKinney-Vento Homeless
Education Assistance Act appeal processNon-Homeless Students:
Living Outside the District- will follow the Open Enrollment process
Living Inside the District- will follow the permit process (deadlines temporarily waived)
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Timelines
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Part 2- Providing Support to Students and StaffPart 2- Providing Support to Students and Staff
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Community Services & Resources for Taylor FamiliesCommunity Services & Resources for Taylor Families
Rhoda
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Community Supports/Services
A plan is being developed for how the school district can help support the community groups/organizations that provided services for Taylor students/families
CRCSD Metro Care ConnectionPrimary and Preventive Health ServicesAbbe Mental Health CenterArea Substance Abuse Council
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Taylor Community Supports/Services
Linn County Peer GroupMatthew 25 MinistryTaylor Area Neighborhood AssociationTaylor Tiger Cub ClubTaylor Family Resource Center
Partnership for Safe FamiliesNeighborhood Partner ProgramHawkeye Area Action Program WIC
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Taylor Community Supports/Services
Big Brothers/Big SistersYoung Parents NetworkMetro Credit Union PartnershipSkogman Realty partnershipVerizon BusinessCedar Rapids KernelsKiwanisOld Creamery TheaterJoan Norris, Spanish teacher
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Plan to Bridge Taylor Community Supports/Services
LeadersBrian ChristoffersenRhoda Shepherd
ActionsContact providers to assess current
status/needs and share information Innovative At Risk GrantTask Force to review data and plan how
CRCSD can contribute to re-establishing supports
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Food & Nutrition UpdateFood & Nutrition Update
Suzy
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Meal Benefits
Homeless students automatically qualify for free meal benefits under the McKinney-Vento Act No application or proof of income is required Family must make contact with Building Principal or Homeless
Liaison to initiate benefit
If you are not Homeless but receive Food Assistance Letters were sent to families from DHS notifying them of their
eligibility for free meal benefits Must return letter to your school or Food and Nutrition Office to
initiate benefit
Anyone may complete a Meal Benefit Application If currently hosting a displaced family, you are encouraged to apply
as your increased household size may qualify you for benefits
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Supporting Our School Communities – Flood Recovery
Mary Ellen, Paul, Candi
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Determining the Social Emotional Impact of Flood
Students FamiliesStaff
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Resources for Support
Building administrator/s, counselor, teachers, and support staff
Critical Incident Stress Management Team (CISM)
Project Recovery – Metro Care Connection
Employee Assistance Program (EAP)Community resources
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Communication and Collaboration with Staff
Executive Council Teacher Pre-ServiceDistrict Counselor Meeting
Impact of flood – Telling our storiesAvailable resources Identification processMonitoring and tracking support
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Phases of Disaster
Pre-disaster
Warning
Impact
Heroic
Honeymoon
(community cohesion)
Disillusionment
Working through grief
(coming to terms)
Trigger Events and Anniversary Reactions
Reconstruction
(a new beginning)
From 1-3 Days From 1-3 Years
Source: CDC
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Common Reactions of People Who Have Been Affected by a FloodNational Child Traumatic Stress Network
Variety of feelings: insecurity, helplessness, unfairness, anxiety, fear, anger, despair, worries about the future
Disruptive Behaviors: irritability, temper tantrums, agitation, or hyperactivity
Somatic Symptoms: stomach aches, headaches, loss of appetite, nightmares, sleep problems
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Reactions Common to Children National Child Traumatic Stress Network
Clinginess Change in school performance Increased sensitivity to reminders of the flood Decreased ability to concentrate Long-lasting focus on the flood Lack of interest in usual activities Increase in risky behaviors Regressive behaviors Withdrawal In conflict with authority
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Suggestions for Educators National Child Traumatic Stress Network
Maintain routines – a return to normalcy Allow students a structured forum to ‘tell their story’
(determine what forum is appropriate in your setting) Help students identify adults that they can talk to Offer choices / allow students to feel some sense of
control Increase levels of support as needed Recognize that behaviors may be related to the
trauma Give simple and realistic answers to questions Take care of yourself emotionally Communicate with others
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When to Seek Help National Child Traumatic Stress Network
When reactions are severe When a student’s functioning seems to be
affected When reactions continue for an extended
period of time
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Collaborating with:
GWAEA CRSCD Staff Abbe Center Other Community Resources
To develop a referral and intervention system for identified students and families
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Similar to the IDM Process
Core information This is what every student/family will receive
regarding available services, procedures, etc. A screening tool is in development to identify
students/families in need of more focused intervention (supplemental and/or intensive)
A referral system is in development for buildings to use to help track needs and interventions
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“In every community there is
work to be done. In every nation there are wounds to heal.
In every heart there is
the power to do it.”
-Marianne Williamson-