Fwd: March Monthly Newsletter: Bully Prevention

March 1, 2011

---------- Forwarded message ----------

Date: Tue, Mar 1, 2011 at 11:44 AMSubject: March Monthly Newsletter: Bully PreventionTo: deniseincoralsprings@...

Autism Newsletter

Articles Resources Books Teaching Tools DVDs Music March 2011

Proudly brought to you by www.AutismTeachingTools.net & www.AutismResourceCenterofSouthFlorida.com

March 2011

Topic This Month

Bully Prevention

Member Articles

The Individualized Education Program (IEP) and Bullying

Will, a 12-year-old boy with autism, is in middle school. During his IEP meeting it was decided that Will would have a paraprofessional aid him in the classroom, but Will would be responsible for moving between classes. During the first week, Will handled the transition well. Early in the second week, a group of students in the hallway walked by Will, whose mannerisms often drew attention. A student jumped in front of him and screamed as if to startle him. Will’s eyes welled up with tears, he plugged his ears with his fingers, and sat down in the hallway.

Article continued at bottom of page...

Bully Prevention Curriculum

Click here to view all books about Bully Prevention

No Fishing Allowed KIT: “Reel In” Bullying

Finally, one program teaches students and adults what they can do to prevent bullying! No Fishing Allowed is a violence prevention program that addresses various elements of bullying behaviors.

Kit Includes;

Teacher Manual

Student Workbook

Instructional DVD for Teachers

Price: $79.95

Click here to learn more...

The Teacher Manual, Student Workbook and DVDs are also available for individuall purchase below.

Bully Prevention for Children

Click here to view all Children books

Too Smart for Bullies

Bullies, Beware! This is a little book is going to have a big impact! In this moral-driven story, Mandee tells big brother Bobby how a bully took all her money. Bobby stresses that she needs adult help, and explains what to do if it happens again. Don’t argue; just walk or run away; tell a trusted adult, or call 911. If the adult doesn’t believe you, tell another adult until you find someone who understands. A quiz at the back of the book helps the reader remember what to do, and there’s a place to write the phone numbers of ―safe grown-ups‖ to call.

Price: $6.95

Click here to order

Bully Prevention Social Story Books

Click here to view all Social Story Books

Talking Together -

Dealing with Bullies and Stranger Danger

The first story teaches children what to do if they are being bullied at school. The second story teaches children about stranger danger, safety and who they can trust. A perfect addition to the book is the section of comprehension questions at the end of each story. This ingenious idea reinforces learning and helps the reader thoroughly understand what's expected. This book has a track record of success in helping children with autism and those with social delays

Price: $9.95

Click here to order

Click here to see all Social Story Books

Gray's Guide to Bullying

Gray's Guide to Bullying:

The Original Series of Articles, Parts I-III

This compilation of three articles was originally published in Carol Gray’s periodical, The Jenison Autism Journal (previously titled The Morning News). The first article reviews some of the ways bullying has changed over the years. It also discusses why children with autism or Asperger’s tend to be targets for bullying attempts. Finally, it dispels several myths about bullying that has inhibited our ability to control it. The second article presents ten specific strategies that teachers and parents can implement to bully-proof schools and neighborhoods for children with autism. Gray suggests several games that allow children to reveal information about being bullied. The last article provides helpful tips regarding what children can say and do in the moment of a bullying attempt.

Price: $12.95

Click here to order

Social Skills Package

Click here to view all Specialty Packages

Social Skills Package

This is your one-stop-shop for all things social! Written by social skills experts, these resources will help remedy (and prevent) social faux pas that can be devastating for a young person.

Price: $450.00

Click here to learn more...

Bully Prevention Curriculum

Also available for Individual Purchase

No Fishing Allowed -

Student Manual:

“Reel In” Bullying

Price: $6.95

Click here to order

No Fishing Allowed DVD: “Reel In” Bullying

In this DVD, authors Carol Gray and Judy present the program to a group of students. The authors' presentations and the childrens' reactions will show educators how the program actually works. The DVD is intended for teaching teachers more than for teaching students, but teachers may decide to show different portions of the DVD to students as well. Running Time: 1.5 hours

Price: $69.95

Click here to order

No Fishing Allowed - Teacher Manual: " Reel in " Bullying

Price: $14.95

Click here to order

Member Articles

Article Continued from top of page...

The Individualized Education Program (IEP) and Bullying

Will was frozen, fearful, and unable to recognize what he should do next. Will remained seated in the middle of the hall until the class period began and his paraprofessional came to look for him. Will’s IEP team met again to

consider supplementary aids and services, program modifications and supports to address Will’s sensitivity to loud noises and crowded, socially confusing situations, such as the school hallway.

Children with disabilities who are eligible for special education under the Individuals with Disabilities Education Act (IDEA) will have an IEP (Individualized Education Program). The IEP team can work together to develop goals,

benchmarks or short-term objectives, and identify supplementary aids and services or program modifications or supports to help prevent and intervene against bullying. Include the child in the decision-making, as this can improve the likelihood of the child meeting his or her IEP goals.

For example, the IEP could include goals and objectives that address the following:• Improve social skills such as sharing, taking turns, or thinking before acting

• Develop ability to carry on a 2-way conversation• Identify social norms for the child who does not catch on to them by him or herself• Participate in friendship group to practice social skills with peers under direction of school staff

• Increase self-advocacy skills so child can say “no” or “stop that”• Improve speech intelligibility so child can interact with peers• Idenitify and practice direct and indirect ways to react to, handle, and avoid bullying behavior

Examples of supplementary aids and services, program modifications or supports:• Hallway or playground monitoring by school staff• Allowing child to leave class early to avoid hallway incidents

• Use social stories to help child understand difficult situations when they occur• In-service school staff to understand child’s disability and vulnerability• In-service classroom peers to help them understand child’s disability and/or child’s use of assistive technology,

paraprofessional, or interpreter (i.e. things that are “different”)• Educate peers about school district policies on bullying behavior• Set up no-questions-asked procedure for child to remove him or herself from a situation where bullying

behavior occurs

----------------------------------------------------------------------------

Telling Classmates About

Your Child’s Disability May

Acceptance

Telling Classmates About Your Child’s Disability May Acceptance. Parents often become experts on their child’sdisability. Through their own learning process, many see the value of teaching their child’s classmates about the affect of the disability at school. Parents and professionals find that if classmates understand a child’s disability,

they may become allies in helping the child. The children may also be less likely to view accommodations or individual support as unfair advantages. One of the best ways to teach children about a disability is to talk to them at school. For many families, presenting at school is an

annual event. Sometimes, an IEP team writes it into a child’s Individualized Education Program (IEP) document.

The event is an opportunity to• discuss why a child may look or behave differently from other children in the class• point out the many ways in which the child is like classmates

• offer classmates tips for interacting with the child

“I found that children rose to the occasion when they understood the reasons for my son’s challenges,” said one mother. “When there’s an obvious difference and no one is

talking about it, children become confused and think there must be something ‘bad’ about it. When the children understood that the disability was not bad, but just different, many were eager to help him.”

Several PACER advocates suggest how to talk to students about a child’s disability or health needs.

The parent will probably need to begin the project

Because parents know their child better that anyone else does, they are the ones to broach the subject. Schools and teachers are very concerned about sharing private information about students. They know that parents have varying attitudes about publicly discussing a child’s disability. For example, the family of a child with an obvious physical disability may feel comfortable talking about the disability because curious people have probably asked about it before. The family of a child with a less apparent disability, however, may not wish to draw attention to it. If a family wishes to explain the disability to their child’s classmates, a telephone call to the school or teacher can begin the process. Parents find most teachers and schools open to the idea.

Some parents may not feel comfortable speaking in the classroom. In that case, someone else from the IEP team, such as the special education teacher, school nurse, or a therapist, may be able to speak to the children. In addition, the classroom teacher may wish to lead the discussion. If the students are in middle school or older, bringing in a disability expert or other professional may be the way to go. An older student with disabilities may do the presentation him or herself after practicing with parents or staff.

Work with the teacher or schoolInvolving the teacher early is important. It is the courteous thing to do, and the teacher may need to change lesson plans to provide for the session. Some teachers use the session as a springboard for other classroom discussions

and may already have planed similar sessions with other families. Helping to plan the presentation may also encourage a teacher to learn more about the child’s challenges.

Most parents (or others) talk to their child’s classmates early in the school year. A parent whose child is physically vulnerable may need to confirm that an IEP or Section 504 (of the Rehabilitation Act) supports are in place, and then address students the first week of school about the child’s safety issues. Another parent may prefer to wait a couple weeks into the school year so that others are more familiar with the child. If someone other than the parent talks to the class, the speaker and family should confer ahead of time to convey what the family intends.

Ways to presentThe age of the class determines the content, amount ofpresentation time, and who should give the information. Ifpresenting to young children, parents can keep the session

short and simple. Sometimes discussions occur during“circle time.” Most parents advise, “Leave time for questions.” One mother said the session was more about the children’s need to have their questions answered than it was for her to inform them about the specifics of her son’s disability.

Including a child in the presentation and class discussionis an individual choice. Participating may become moreawkward as a student grows older. Many parents who

spoke at their child’s preschool or elementary school asksomeone else to present in middle school and high school.As youngsters grow up, they may be less comfortable havingMom or Dad at school.

Props may be used, particularly with young children. Onemother found a picture book about disabilities to launchdiscussion. She then donated the book to the school.

Another parent illustrated “brittle bone disease” by using apiece of uncooked spaghetti and a licorice stick to comparethe child’s bones with those of classmates. Someone elsebrought along their younger child because she wanted the

class to see that “I was just a mom and that my son had alittle sister, just like another family might have.”Children are usually fascinated by technology. If the childwith a disability uses assistive technology, showing how it

works will often hold the class’s attention. Speakers can also explain that such an item is not a toy and must be handled with care.

Written pieces can augment class discussions. One parentwrote a brief article about her child’s disability for theschool newspaper after speaking to the class. Another made a small card with the child’s photo and a brief “All About Me” description to hand out at the session (and in other situations where people were meeting her child for the first time). While a “live” presentation offers an immediate opportunity for students to ask questions, other methods can deliver information. As students enter middle school and high school with multiple classrooms and teachers, parents may find it more practical to use written materials to inform staff and classmates about a student’s disability. Others may wish to do a short video or overhead presentation, if they have the resources.

ResultsMost families who talk to children at school about theirchild’s disability find improvement in the way their childis perceived and treated. In addition to informing current

classmates, doing such presentations helps prepare for thefuture. As one mother put it, “It was a wonderful way to show my child self-advocacy—to give him the words and ways to speak for himself.”

----------------------------------------------------------------------------

Quick Tips to Keep Bullies at BayBy Nick Dubin

Middle school…it’s a place for zits, school dances, first crushes and unfortunately, a time when bullies may be making your life miserable. I know; I experienced it. But fear not! Here’s some tips to help keep bullies at bay:

1. Learn the art of verbal self-defense. For many of us on the spectrum (including myself), this is difficult due to slow auditory processing and problems thinking fast on our feet. Script out several generic " comebacks " in advance and rehearse them. Generally when bullies have to work too hard with someone, they move on to their next potential target. Try these: " Hey, did you stay up all night to think of that one? " " You don't impress me. " " Hey, back off pal. " Your comebacks should never insult the bully's family, religion, socioeconomic status, sexual orientation, or anything else that might be considered personal. It’ll just make him angry. Keep your comebacks generic!

2. Learn the art of stoicism, which means showing a bully he or she has no effect on you. This will be quite difficult to accomplish, but with practice, it will get easier. Try walking away or if you can’t, say nothing, don’t give eye contact, don’t show emotions.

3. Don’t make yourself an easy target with poor grooming habits, weird clothes, or geeky accessories. If you need to, get some help in social skills. They go a long way in bully-proofing your years at school.

4. You absolutely should not tolerate abuse from bullies. It is your inherent right to be treated with respect by all human beings at your school. Seek help from an adult when necessary.

5. Never resort to fighting fire with fire, meaning don’t act like a bully yourself. NEVER bring a weapon into school and retaliate against bullies through inappropriate means. Don’t get physical and start a fight. This never solves anything and will get you into huge trouble.

BIONick Dubin, M.Ed., Psy.D, is author of Asperger Syndrome and Bullying: Strategies and Solutions (2007).

Reprinted with permission from Autism Asperger’s Digest, July/Aug 2007 issue. www.AutismDigest.com

----------------------------------------------------------------------------

The Middle School Blues By Nick Dubin

Does everything about middle school make you unhappy? If so, you certainly are not alone. To be honest, I hated middle school because the kids were often quite cruel to me. The good news is, eventually you will no longer be a middle school student. But while you’re in the midst of it, here are a few tips to help you survive.

1. Remember this: What is " cool " in middle school is not necessarily cool in adulthood. Conformity is often overrated. Sometimes it's the “unusual” people who have been bullied badly in childhood that end up CEO's of various corporations years later.

2. Some kids in middle school will do just about anything to be popular, even if it means being cruel in the process. Remember, the bully has issues; you don't.

3. Don't believe everything you hear. Just because a bully says something about you doesn't make it true.

4. Talk with people who care about you, tell them what you are going through. Contrary to what you may hear from fellow peers, the best thing to do when you’re being abused is to tell someone about it.

5. Stay strong and take it day by day. After middle school and high school, people ultimately become a little nicer. You will not have to endure this kind of peer abuse forever, I assure you!

BIONick Dubin, M.Ed., Psy.D, is author of Asperger Syndrome and Bullying: Strategies and Solutions (2007).

Reprinted with permission from Autism Asperger’s Digest, March/April 2008 issue. www.AutismDigest.com

--------------------------------------------------

Spotting the Bully Among UsBy Nick Dubin

Parents and teachers alike recognize the devastating impact bullying can have on the self-esteem of children, especially children on the spectrum. But do we always recognize the bullies among us? Perhaps not.

According to Coloroso (2003), there are seven types of bullies:

1. Hyperactive bully: struggles socially, has few friends, and misreads social cues; reacts aggressively towards even the slightest provocation and is extremely sensitive.

2. Confident bully: a natural born leader, popular with others, who likes to exert his or her superiority over others.

3. Social bully: loves to use gossip and rumors to hurt others, is socially savvy but not especially trustworthy. Most girls fit within this category.

4. Fully armored bully: uses every opportunity to victimize others when no one is looking.

5. Bullied bully: turns his or her feelings of powerlessness into relief by bully others.

6. Bunch of bullies: a group of nice children who would never bully someone individually, but do bully when part of a group.

7. Gang of bullies: children who band together with the common purpose of the pursuit of power.

I propose another type of bully – one largely overlooked within our school systems: the silent bully. This bully chooses to ignore someone on purpose for social reasons. Almost everyone at some point in time is a silent bully. Social cliques that exist, whether around race, religion or school status, regularly exercise their power to socially exclude others, and this is no less an act of bullying than are any of the above.

Even though it might be more difficult to discipline the silent bully, it still is important to educate children about this type of bully abuse, and for adults to be aware it exists, in full force, on school campuses everywhere. In this regard, awareness is the first step towards positive change.

ReferenceColoroso, B. (2003). The Bullied, the Bully and the Bystander: From Preschool to High School-How Parents and Teachers Can Help Break the Cycle of Violence. New York, NY: HarperResource (An Imprint of Harper Publishers).

BIONick Dubin, M.Ed., Psy.D, is author of Asperger Syndrome and Bullying: Strategies and Solutions (2007).

Reprinted with permission from Autism Asperger’s Digest, May/June 2009 issue. www.AutismDigest.com

RESOURCES

Listed below

Support Groups

Activities

Announcements

Conferences

Workshops/Classes

Meetings

Events

BOOK TOPICS

In this issue...

Anti-Bully Curriculum

Bully Prevention & Kids

Social Story Books

Social Skills Package

ARTICLES

In this issue...

The Individualized Education Program (IEP) and Bullying

Telling Classmates About Your Child’s Disability May

Acceptance

Quick Tips to Keep Bullies at Bay By Nick Dubin

The Middle School Blues By Nick Dubin

Spotting the Bully Among Us By Nick Dubin

Click here for

Conversation Starter

Flipcards

(Topics include: daily living skills, everyday conversation, home & family, school, things

I like to do and more...)

Click here for

Florida

Parent Support Groups listed by county

Click here for

" WH " Question Series

Flashcards

SOME SKILLS YOU CAN TEACH WITH THESE ITEMS

Asking questions

Answering questions

Responding appropriately

Preparation for activities in the community

Question sequences

Click here for

Florida

Asperger Support Groups listed by county

Click here for

Learn to Talk About...

Flashcards

(Topics include: games, animals,

household items, nature, toys, play, vehicles and more...)

Click here for

Florida

Vocational Assistance

listed by county

Click here for

Responsibilty

Checklists

for Home & School

SOME SKILLS YOU CAN TEACH WITH THESE ITEMS

Responsibility

Independence

Organization skills

Following a schedule

Elementary skills in the home or school

Planning

Click here for

Florida

Social Skills Groups

listed by county

Click here for

Social Story Books

for

Home, School & Play

SOME SKILLS YOU CAN TEACH

WITH THESE ITEMS

Social skills

Personal safety

Reading & comprehension

Respect, negotiation & cooperation

Preparing for success

(Topics Include: fire drills, assemblies, beach, playground, manners, answering questions, greetings, school, bedtime,

asking for & giving help and playing with friends)

Support Groups Listed below...

Summer Training and Employment Program for Special Needs

We will be accepting applications until March 4, 2011.

Contact Morantes

, ext. 107

-------------------------------------------

Asperger Syndrome Support GroupFor Parents, Caregivers, Educators and Other Individuals Working with Children

with Asperger’s SyndromePlease note Respite Care needs at the time of registration.

Contact: Hugo

(954)746-9400 x2120-------------------------------------------

Special Gals Program

The Special Gals program is designed for caregivers, professionals and all others who are involved in the life of a female with developmental disabilities.

AMF Davie Bowling,

8200 W State Road 84

Davie, FL 33324

7:00pm to 8:30 pm

March 3, 2011

Please call to register

Contact: Sotelo, EdD

-------------------------------------------

Fort Lauderdale Aspergers Meetup

Game Night

March 20

All persons with aspergers and their families are invited to join. Games provided will include UNO! and checkers. Pokemon enthusiasts are encouraged to attend. Fort Lauderdale Aspergers Meetup is for all ages.

MeetUps are held monthly at different venues throughout Broward County. For the location and time of Game Night

Contact:

-------------------------------------------

Artists with Autism

Artists with Autism is an organization uniting artists with autism in the South Florida area. The main goal of the organization is to provide guidance, expertise, and venue resources to aspiring artists with autism.

Contact: Drucker

-------------------------------------------

Autism Support GroupThis group gives an opportunity to network. Our members are knowledgeable in the school system, your rights, IEP's, Legislative Process & homeschooling. Our parents have children of all ages who have been through different regiments & are willing to share their experiences & tips. Questions regarding Hemispheric Integration Therapy & Biomedic Interventions. will be answered by Dr. Mane, DC

Tampa 2nd Thu 6p.Green Iguana Bar & Grill2520 N. Dale Mabry Hwy Contact: Marilyn Santiago

--------------------------------------------

South Florida GFCF/SCD Group

This dietary support group is to assist parents that are seeking to pursue dietary intervention for the treatment of ASD. Mo. meetings include recipies, food saples, & help with shopping & food selection.

3rd Tue, 7p-9p Free.

Whole Foods

7720 s Rd

Plantation, 33324

Contact: Wallitsch

--------------------------------------------

Hernando Autism Parenting & Personal Experience Network

This is a support group for parents & other relatives of children on the Autism Spectrum, as well as for those who are seeking a diagnosis

120 Fountain Ct

Spring Hill, FL3rd Wed 7-9p

Contact: Bolen

-------------------------------------------

Parents Helping Parents Florida

PHPF Helping Hands support group for parents/families of children with autism & related disabilities. Ocala Last Wed 6-8p, Free

Ocala Public Library, 2720 East Silver Springs Blvd.

Contact: Sylvia

--------------------------------------------

Southwest Florida

Autism Coalition

Monthly support group for parents & professionals facing autism. Topics include Financial Planning, Sensory Integration, Social Skills Training, Communication, & more.

3rd Thu, 7-8:30p

At the Pinnacle Academy

6215 Lorraine Rd

Bradenton, FL

Contact: Dr. Kirstina Ordetx

-------------------------------------------Autism Monthly support group

for those affected by Autism

Various topics & speakers ranging from diet, therapy, & advocacy. 1st Tue

5740 Moog Rd.

Pasco County

Contact: Bice

--------------------------------------------

Parental Encouragement for Autistic Children Everywhere Our mission is to educate, empower & provide a positive support environment to Families with children on the Autism Spectrum. Lakeland 1st Tue 6p-8p, 1021 Lakeland Hills Blvd. 33805,

Contact:

ext. 228

--------------------------------------------

Parent to Parent of MiamiParent Resource Center7990 SW 117th Ave

Suite 201Miami, FL 33183Parent to Parent of Miami is a community parent resource center for families of children and adults with all disabilities. Located in Miami, Florida, our program serves families in Miami-Dade and Monroe counties, as well as the nation. With the help of Parent to Parent of Miami's specialized team, parents and professionals can find information, workshops, and other resources to help make decisions about early intervention, early childhood, education, vocational training, employment, college opportunities, as well as the laws that protect the rights of children and adults with disabilities.

Contact: Isabel C.

info@...

--------------------------------------------

BFOCASD Support Group for families, educators & therapists

of children & adults with

Autism spectrum disorders

7-9p - Free

1st Wed

First Baptist Church of Melbourne

3301 Dairy Road

West Volusia, FL

--------------------------------------------Aware 4 Autism- Support group

for all people affected by autism & the autism spectrum.

Speakers monthly. 1st Sat 2-4p. First Congregational Church, 7900 Fort King Rd.-, Zephyrhills

Contact: Johanna O'Toole

--------------------------------------------

Homeschool group for special needs families in the Central Florida area: Our Amazing Kids is a group for families in the Central Florida area who are homeschooling their special needs child(ren). We welcome families of every ability, focusing on providing resources to parents who are new to the homeschooling community. We are open-minded and have an interest on living and learning naturally.

Contact: Dory HubbardWinter Haven, FL(863)318-9461

Call for Articles

We are currently looking for

article submissions for our April 2010 Newsletter.

Topic:

Developing

Play & Leisure Skills in children and adolescents with Autism or Aspergers

Please paste all text directly into your email.

(Do not send your article

as an attachment.)

You may also submit any free:

Autism Support Groups, Activities, Announcements,

Conferences, Meetings, Events,

and Workshops/Classes

Submit all info to:

AutismResourceSF@...

(Be sure to include your contact phone number, event address, county, event date(s), and email.)

-----------------------------------

Advertise

with us!

Reach nearly 5,000

families, service providers & individuals affected by Autism

Click here to learn how.

Activities

Buddy Baseball RegistrationBuddy Baseball, a recreational league for kids with special needs playing ball with the assistance of a “Buddy” if needed will be starting its next season on February 5, 2011. Registration is now open until January 21, 2011. All games will be played on the softball fields at the Temple Terrace Recreation Complex. Player ages, 8 - 18. Buddy ages 10 -18. $45 registration for players with special needs, no charge for the buddies. Meet and Greet - 2/5/2011. Season 2/12/2011 - 3/19/2011.

Contact: Russ Oberbroeckling

buddybaseball@...

--------------------------------------------

Tampa 'Playdates' Support Group

This time has been reserved for our support group members who have children on the spectrum only.3rd Tue 6p to 8p

$6 per child

Come Join Us at

Gator Fred's Party Center!

West Village Commons

5360 Ehrlich Rd. 33625.

Contact:

Kim Larochelle

Marilyn Santiago

Announcements

Free Autism Screening

For Toddlers

The Children’s Hospital of Southwest Florida in Lee County, in partnership with the Mc House Charities® of Southwest Florida, offers a free monthly autism spectrum disorder screening for toddlers 18 months to 36 months of age.

The ASD screening is conducted by the Neurosciences Center at The Children’s Hospital, under the guidance of pediatric neurologist Colon, MD, MPH, and pediatric psychiatrist nne Krouk, DO. The screenings are administered by an Advanced Registered Nurse Practitioner, who has extensive training and experience in typical child development and developmental disorders.

A physician referral is not required

Contact:

--------------------------------------------

Free Autism Screening

15 Months through 4 years of age

Face Autism, Inc. is providing free autism/ASD screenings to children 15 months through 4 years of age, in Sarasota/Manatee/Charlotte counties who show signs of autism/ASD.

The screenings will be performed by a certified Infant Toddler Developmental Specialist / certified Floortime Therapist. The tool used for the screening will be the Autism Diagnostic Observation Schedule (ADOS). If a child is at risk for autism/ASD, they will then be referred back to their pediatrician, pediatric neurologist, child psychologist, or developmental pediatrician for further evaluation/diagnosis. Early detection leads to early intervention.

Contact:

Sign In

Fwd: March Monthly Newsletter: Bully Prevention

Recommended Posts

Guest guest

Link to comment

Share on other sites

Join the conversation

Activity