Social, Emotional, Behavioral Health

Harassment and bullying of students and employees are against federal, state, and local policy, and are not tolerated by Cedar Rapids Community School District. CRCSD is committed to providing all students with a safe and civil school environment in which all members of the school community are treated with dignity and respect.

A student, or an adult on the student’s behalf, who believes they have suffered harassment should report such matters to certified staff/administrators at their school.

If you have concerns your student is being bullied

If a student (or parent on behalf of their student) believes they are being bullied or harassed by another student who attends a CRCSD school, complete the bullying and harassment complaint form. The building administration and CRCSD Student Services department will communicate with you once the form has been submitted.

Bullying and Harassment Complaint Form

The level one investigation complaint form is to be completed by a parent or staff member if they believe a student is being harassed by a CRCSD staff member. These complaints are filed with the CRCSD student services department.

Complete Level One Complaint Form
 

Anti-bullying and harassment

View Policy 612

Positive behavior interventions and supports (PBIS) is a systematic approach to teach behavioral expectations throughout the school. It is based on a proactive model which teaches the behaviors, reinforces and recognizes students who are able to model these behaviors and has systems in place to support students who have a difficult time or may present with more challenging behaviors.

PBIS reinforces appropriate behaviors throughout the entire school, the classroom and common areas such as hallways, restrooms, offices, cafeteria, playground/school grounds, etc.

Benefits to PBIS:

• Increases attendance.
• Student self-reports of a more positive and calm environment.
• Teacher reports of a more positive and calm environment.
• Reduction in the proportion of students who engage in behavioral disruptions.
• Reduction in the number of behavioral disruptions.

Cedar Rapids Community School District provides a comprehensive school counseling program that is developmental, proactive, preventative, and systemic. The program is essential to CRCSD’s educational program, and assists students in developing and using life-long learning skills. The school counseling program employs strategies to enhance academic development, provides career awareness and employment readiness, and encourages self-awareness and interpersonal communication skills.

The counseling program strives to meet the national standards of the American School Counseling Association, which categorizes the counseling responsibilities into three focus areas: academic, career and personal/social. Students’ development in these areas is fostered through consulting, counselor programming, responsive services, student planning, program management, and advocacy.

Direct student services

• School counseling core curriculum instruction: direct instruction, team teaching, developing learning activities
  • Group activities: planned activities outside the classroom promoting academic, career, or social/emotional development
• Individual student planning
  • Appraisal: assist students in evaluating interests abilities, skills, and achievement
  • Advisement: assist students in goal setting based on academic, career, and social/emotional data
• Responsive services
  • Counseling: in individual or small group settings school counselors provide planned, short-term, and goal-focused counseling. School counselors do not provide therapy or long-term counseling in schools. However, school counselors are prepared to recognize and respond to student mental health needs and assist students and families seeking resources.
  • Crisis response: provide support and assistance to students and families as they navigate crisis and emergency situations

Indirect student services

• Consultation: share strategies supporting student achievement with parents, teachers, other educators, and community organizations
• Collaboration: work with other educators, parents, and the community to support student achievement
• Referrals: support for students and families to school or community resources for additional assistance and information