Below is an account of what is or has been done in classrooms to address bullying in our district

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1 In Class Curriculum and Instruction Relative to Bullying Below is an account of what is or has been done in classrooms to address bullying in our district Classroom Instruction Grade Description of Curriculum/Instruction Curriculum Grades 4 5 The research-based STEPS TO RESPECT program teaches elementary students to recognize, refuse, and report bullying, be assertive, and build friendships. STEPS TO RESPECT lessons (PDF) can help kids feel safe and supported by the adults around them so that they can build stronger bonds to school and focus on academic achievement. And the program supports the staff too, with school wide policies and training. Now everyone can work together to build a safe environment free from bullying. Continuation of PBIS (Positive Behavior Intervention Support) program. 1. What is School-Wide PBIS? Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. 2. What Outcomes are Associated with Implementation of PBIS? Schools that establish systems with the capacity to implement SWPBS with integrity and durability have teaching and learning environments that are

2 Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance, tardies, antisocial behavior), Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all students. Second Step Promote Success and Prevent Risky Behaviors Grades 6-8 Middle School It s the place where adolescents can develop positive coping skills or risky ones. The research-based SECOND STEP program helps students learn the protective skills to make good choices and stay engaged in school despite the pitfalls of substance abuse, bullying, cyber bullying, and peer pressure. Continue training of staff in Responsive Classroom The Responsive Classroom is a general approach to teaching, rather than a program designed to address a specific school issue. It is based on the premise that children learn best when they have both academic and social-emotional skills. The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other programs. These classroom practices are the heart of the Responsive Classroom approach: Morning Meeting gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead Rule Creation helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals Interactive Modeling teaching children to notice and internalize expected behaviors through a unique modeling technique Positive Teacher Language using words and tone as a tool to promote

3 children s active learning, sense of community, and self-discipline Logical Consequences responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity Guided Discovery introducing classroom materials using a format that encourages independence, creativity, and responsibility Academic Choice increasing student learning by allowing students teacher-structured choices in their work Classroom Organization setting up the physical room in ways that encourage students independence, cooperation, and productivity Working with Families creating avenues for hearing parents insights and helping them understand the school s teaching approaches Collaborative Problem Solving using conferencing, role playing, and other strategies to resolve problems with students

4 CMS Student of the Quarter Grade 4-8 This program will recognize one student in every group in Grades 4 8, who demonstrates the following qualities: Respect to all people in the building, others as well as him/her. Responsibility for his/her actions. Good citizenship both in and out of the classroom. Helpfulness to both teachers and fellow students. Good manners at all times. Shows kindness to both teachers and fellow students.

5 Major Violations that include Bullying Behaviors that require administrative involvement, significantly violate the rights of others, put others at risk or harm, or are chronic. PROCEDURAL RESPONSE TO MAJOR VIOLATIONS: Student will be informed of the rule violation Teacher will describe the expected appropriate behavior Teacher will fill out an office referral form Student will be sent to the office immediately Student will meet with an administrator Further action may include: Parent Contact (phone call or written behavior report/green slip); after school detention, parent meeting, loss of privilege, and/or in/out of school suspension. In some instances, the police may be notified. Major Problem Behaviors (Including but not limited to) Bullying Definition Repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: causes physical or emotional harm to the target or damage to Possible Consequence Investigative report completed by Principal. Findings/consequences will follow guidelines set forth in the Clinton Middle School Handbook which may include in-school suspension, out of school suspension, and possible expulsion.

6 the target s property places the target in reasonable fear of harm to himself or herself or of damage to his or her property creates a hostile environment at school for the target materially or substantially disrupts the education process or the orderly operation of the school

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