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October 25, 2010 District-Attorney's Office Staff Workshop for Quashnet School <br /> March 15, 2010 Massachusetts Aggression Workshop/Discussion with Students <br /> Reduction Center(MARC) <br /> TBD Massachusetts Aggression Workshops for all staff <br /> Reduction Center(MARC) <br /> The goal of professional development is to establish a common understanding of the tools necessary for <br /> staff to create a school climate that promotes safety, civil communication, and respect for differences. Staff will <br /> learn strategies to prevent bullying with developmentally appropriate language and if necessary, to intervene <br /> immediately and effectively. Staff will teach students that the power differential that takes place between a target <br /> and an aggressor is a complex interaction that can be halted. Information regarding who is most at risk for bullying <br /> and the nuances of cyber-bullying have (or will) also be addressed during professional development. <br /> The Mashpee School District promotes the use of respectful language and believes that building a <br /> relationship with students and families is essential in maintaining a safe, caring, and positive school climate. <br /> Staff will receive written notice of the plan through the district's website, as well as through the Staff <br /> Handbook. <br /> III -- Access to Resources and Services <br /> A key aspect to promoting positive school climates is ensuring that underlying emotional needs of targets, <br /> aggressors, families, and others are addressed. In order for the district to prevent, intervene early, and respond <br /> effectively to bullying, strategies have been put in }dace. Each school has a School Adjustment Counselor and/or <br /> Guidance Counselor within the building. Mashpee also services students through the use of behavioral intervention <br /> plans and social skills groups. In accordance with School Committee Policy ACC, the principals take any step(s) <br /> necessary to assist students, including offering in school or out of school counseling and crisis intervention, as well <br /> as referring students and families to outside agencies. Resources include, but are not limited to, The Department of <br /> Children and Families, medical doctors, psychologists, psychiatrists, and local law enforcement. <br /> If a student has an Individual Education Plan (IEP), the Special Education Team will consider if the student <br /> is vulnerable to bullying because of his or her disability and will include skills and proficiencies for that student <br /> within the IEP to respond to such harassment. <br /> IV — Academic and Non-Academic Activities <br /> Research clearly demonstrates that social and emotional skills can be taught through school-based programs. <br /> Benefits include improvement in attitude and a reduction in problem behaviors. Mashpee has adopted the belief that <br /> teaching students how to deal appropriately with their emotions, including anger, will assist them with coping and <br /> handling stress. The district uses the following approaches to teach coping skills: role playing (for example, what it <br /> means to be the bystander and how to seek adult assistance), teaching students the imbalance of power in a <br /> target/aggressor situation, and how a supportive and safe school environment respects diversity through healthy <br /> relationships and appropriate, caring communication. <br /> School staff knows that the best way to support bullying prevention efforts is by setting clear expectations <br /> for students, by modeling respect, and by establishing daily routines. This helps to create a safe environment for all <br /> students. Positive responses and reinforcements are used, even when students require discipline. Through the use of <br /> modeling and teaching pro-social, healthy, and respectful behaviors, the district staff is supporting students' <br /> emotional health in both academic and non-academic settings. <br /> 5 <br />