Behaviour Support Plan 2019-2021

Our Lady of Good Counsel

Catholic Primary School

Behaviour

Support Plan

2019-2021

CONTENTS Page 4 Rationale

Our Lady of Good Counsel School Context

Page 5 Our Lady of Good Counsel School Beliefs About Behaviour & Learning

Page 6 Our Lady of Good Counsel Primary School Rules

Our Lady of Good Counsel Approach: Positive Behaviour 4 Learning

Page 8 Student Behaviour Support Team & Professional Learning for OLGC Staff

Page 9 Clarity: Our Expectations

Page 10 Focus: Teaching Expected Behaviours

Feedback: Encouraging Productive Behaviours for Learning

Establishing Behaviour Expectations at OLGC

Page 11 Our Lady of Good Counsel Positive School Culture

Page 12 The Positive/Preventative Mode of Behaviour Support in the Classroom

Proactive Behaviour Support Strategies in the Classroom

Page 14 Feedforward: Responding to Unproductive Behaviours

Page 16 Formal Sanctions

Page 17 Behaviour Support for Individual Student Needs

Page 18 Crisis Management

Data Informed Decision Making

0 Bullying & Cyberbullying: Information, Prevention & School Responses

Page 23 Rights & Responsibilities of Students, Staff & Parents

Page 24 Concluding Statement

Page 27 Appendix 1 Our Lady of Good Counsel Primary School Vision Statement

Page 28 Appendix 2 Our Lady of Good Counsel Primary School Rules

Page 29 Appendix 3 Our Lady of Good Counsel Primary Behaviour Matrix

Page 30 Appendix 4 Zones of Regulation Information

Page 31 Appendix 5 Strong Kids! Program Information

3 Appendix 6 Positive Behaviours for Learning Cards

Page 34 Appendix 7 Essential Skills for Classroom Management

Page 35 Appendix 8 Growth Mindset

Page 36 Appendix 9 Minor vs Major Behaviours

Page 39 Appendix 10 Responses to Minor Behaviours

Page 40 Appendix 11 Student Apology: Steps to Reconciliation

Our Lady of Good Counsel Catholic Primary School

Behaviour Support Plan

Our Lady of Good Counsel Catholic Primary School upholds its commitment to quality

education through the promotion and consistent implementation of our Behaviour

Support Plan. This plan, developed collaboratively through consultation with the

various members of the school community (administration, teachers, school officers,

parents, students and school support personnel), reflects not only the values and

beliefs of this localised group, but also upholds the basic principles and guidelines of

Brisbane Catholic Education Student Behaviour Support Regulations and Guidelines

document (2012). The practices within are consistent with Professional Standards for

Teachers (National and State), Principles of Effective Teaching and Learning, the

National Safe Schools Framework, and with the philosophy of inclusivity relating to

gender, culture and diverse abilities.

There is emphasis throughout this policy on necessary compliance to acceptable social

standards of behaviour that promotes a supportive and safe learning and working

environment at our school. Also, there is a focus on the promotion and development

of rights and responsibility for all school community members, encouraging personal

accountability for behaviour and the ability to translate responsible behaviour

throughout contexts within and outside the school environment. The OLGC School

Vision Statement (refer to Appendix 1) outlines the commitment of all members of

our community. Like other key learning areas in the school curriculum, socially-

responsible and appropriate behaviour is a vital skill for our children so that they can

experience success at school, in the workforce and throughout their lives. Through the

implementation of the Behaviour Support Plan at our school, behaviour, emotional

regulation and resilience skills will be addressed and developed both implicitly and

explicitly.

Our school is situated in the rural town of Gatton, in the Lockyer Valley, and caters for

around 290 students from Prep to Year 6. A significant feature of the school is its

strong reputation in the local community as a school that provides a Christian

education in the Catholic tradition, based on Gospel Values. We are committed to the

spiritual, intellectual, social, emotional, cultural and physical development of the

whole person. The school has a strong focus on the pastoral care of students, quality

teaching and learning and the provision of a variety of extra-curricular activities.

RATIONALE

Our Lady of Good Counsel Catholic Primary School Context

Our beliefs about student behaviour, discipline and learning unify us and direct our

action – the decisions we make, the practices we choose and how we interact with

others. The following beliefs reflect current literature in positive behaviour supports.

• Schools play a vital role in promoting the intellectual, physical, social, emotional, moral and spiritual and aesthetic development and wellbeing of young Australians (Melbourne Declaration).

• Every day at school, students have the opportunity to learn and practice social skills and develop General Capabilities through the curriculum (ACARA).

• Behaviour is learned, therefore responsible behaviour can be taught.

• Student discipline is best achieved through instruction rather than punishment.

• Student behaviour can be taught using the same strategies used to teach academics.

• Misbehaviour presents the student with an opportunity to learn, the educator with an opportunity to teach.

• For behaviour change to occur, we must use positive approaches that strengthen teacher-student relationships.

• Student discipline is a collaborative effort. In partnership with parents and carers, we are committed to each and every student’s success.

• Efforts to support all students to become successful learners, confident and creative individuals and active and informed citizens require ongoing teaching, encouragement and correction.

• Students need and want high standards for their behaviour. Maintaining high expectations does not require “get tough” or punitive approaches.

• An integrated system of school wide, classroom support and individual student supports can play a central role improving behavioural outcomes and developing learning disposition for the students we serve as well as contribute to the sense of efficacy and job satisfaction of our staff.

• Services for students with chronic or intense behaviours are more effective within the context of school-wide commitment to the social and academic development of all students.

OLGC Catholic Primary School Beliefs and Common Philosophy

Our Lady of Good Counsel Catholic Primary School, Behaviour Support Plan, 2019-2021

At OLGC we have four rules that reflect the values of safety, respect and self-responsibility

at our school. These rules were developed in 2011 following staff in-service and reassessed

in 2018 with BCE Student Behaviour Support Education Officers and are based on the

Positive Behaviours 4 Learning (PB4L) approach to whole school behaviour management.

The four rule posters are displayed in every classroom and learning area (including play

areas - Appendix 2). These school rule posters provide a visual reminder for all school

community members of the positive behaviours that we value at OLGC. The OLGC School

rules are:

• Own your behaviour

• Love Learning

• Give Respect

• Cooperate

Our school rules are broken down into expected behaviours across the different learning

environments in our Behaviour Matrix (Appendix 3). Our Behaviour Matrix is explicitly taught

by classroom teachers in context of the focus behaviour of the week.

What is Positive Behaviour 4 Learning?

PB4Learning is about people, practices and processes – it is not a program but the way we

do work. A focus on learning, capability building, wise and thorough use of data, and

identifying and spreading good evidence-based practice are all integrated into the

PB4Learning strategy.

OLGC Catholic Primary School Rules

OLGC Approach: Positive Behaviour 4 Learning


Theoretical and conceptual characteristics

The theoretical and conceptual understandings of PB4Learning are firmly linked to

Behavioural Theory and Applied Behavioural Analysis (Carr et al., 2002).

This perspective emphasises that observable behaviour is an important indicator of what

individuals have learned and how they operate in their environment, behaviour is learned and

rule governed, environmental factors are influential in determining whether a behaviour is

likely to occur and new and alternative pro-social behaviours can be taught (Sugai & Horner,

2002; Sugai et al., 2008).

Continuum of support and key features

An important component of PB4Learning is the adoption of a continuum of behavioural

supports that, like academic instruction, acknowledges that students will need differing

levels of behavioural interventions and supports to be successful at school. Within the

continuum there are three levels of support.

The first level focuses on Universal behavioural and academic supports for all students. Here

the focus is on prevention of problem behaviours, providing early intervention for those at

risk and creating positive learning environments across all settings in the school.

Research has shown that approximately 80-85% of students will respond to proactive

universal supports, display the desired appropriate behaviours, and have few behaviour

problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006).

The second level focuses on students who continue to display problem behaviour even with

the universal supports in place. Using data, students are identified early, before problem

behaviours become intense or chronic, and receive targeted supports such as small group

social skill instruction, academic supports and self-management strategies (Sailor et al.,

2013)

Adapted from School-wide Positive Behaviour Support:

implementers’ blueprint and Self Assessment, by OSEP

Center On positive Behavioral Interventions and

Supports, 2004, Eugene OR: Lewis


Finally, the tertiary level of support is intensive or individualised. These students will require

highly individualised behaviour support programs based on a comprehensive behavioural

assessment, which at times, will include mental health professionals and family and

community services.

By building a connected continuum, everyone in the school is aware of how each level of

support is connected to the universal systems i.e. every targeted and individualised

intervention uses the universal set of behavioural expectations to increase the likelihood of

maintenance and generalisation to other context.

The OLGC Student Behaviour Support team consists of Principal, APRE, STIE, Guidance

Counsellor & a Classroom Teacher. This team meets each term to discuss behaviour at

whole school level (analysis of SBSS data, classroom practice & expected behaviours)

however through the Behaviour Review & Response meetings that occur throughout the

school term, join with classroom teachers to identify and respond to certain behaviour

needs.

Principal – Mr Nathan Haley

Assistant Principal Religious Education – Miss Naomi Melville

Support Teacher Inclusive Education – Mrs Jackie Howie

Guidance Counsellor – Miss Teagan Reilly

Primary Learning Leader – Miss Shannon Gilchrist

Universal or Tier 1

• All students

• All settings

• Preventative, Proactive

Targeted or Tier 2

• Students At-Risk

• High Efficiency

• Rapid Response

Individual or Tier 3

• Individual Students

• Assessment Based

• Intense, durable intervention

Student Behaviour Support Team & Professional Learning for OLGC Staff


Professional Learning staff have engaged with

- PB4L Coaches Network Day

- Essential Microskills for Classroom Management (all staff)

- Non-Violent Crisis Intervention Training

- Designing Individual Supports through Functional Behaviour Assessment

- Classroom Profiling

- Staff Meetings

- ENGAGE Orientation, Training & Notice and Wonder

- ENGAGE Data Analysis

School-wide expectations encourage consistent communications and establish an effective

verbal community for all staff and students and across all settings. Agreed upon student

expectations promote consistency across the staff and school community.

At Our Lady of Good Counsel our school-wide expectations are:

Own your Behaviour

Love Learning

Give Respect

Cooperate

Our school-wide matrix determines the social skills and behaviours we expect all students and

staff to learn, practice and demonstrate. They allow us to teach proactively and to provide

students and parents with a positive message about discipline. Our school wide expectations

can be found in Appendix 3.

In addition to our school–wide expectations our curriculum is informed by the General

Capabilities in the Australian Curriculum. The general capabilities encompass the knowledge,

skills, behaviours and dispositions that, together with curriculum content in each learning

area and the cross-curriculum priorities, will assist students to live and work successfully in

the twenty-first century. They complement the key learning outcomes of the Early Years

Learning Framework (COAG 2009) – that children have a strong sense of identity and

wellbeing, are connected with and contribute to their world, are confident and involved

learners and effective communicators (www.acara.edu.au).

Personal and Social Capability, Ethical Understanding and Intercultural Understanding focus

on ways of being, behaving and learning to live with others while Critical and Creative Thinking

is fundamental in students becoming successful learners. The ACARA learning continuum for

Clarity: Our Expectations


each capability describes the knowledge, skills, behaviours and dispositions that students can

reasonably be expected to have developed at particular stages of schooling.

Effective instruction requires more than providing the rule – it requires instruction, practice,

feedback, re-teaching, and encouragement (Sprague & Golly, 2005). Instruction takes place

each day, throughout the day, all year long.

In addition, direct teaching may be done using some or a combination of the following:

• Beginning of school year – Living and Learning at OLGC.

• Time built into the first weeks of school and beginning of each term.

• Morning Messages – beginning of each week – whole school focus behaviour.

• New student orientation when needed.

• Behaviours for Learning – discussed at the beginning of each lesson.

Tier 1 Universal Supports

Feedback should cause thinking (Dylan Wiliam, 2011). In education, we use the term feedback for any information given to students about their current achievements (Wiliam, 2011 pp.122). Feedback to students provides them with the way to move their learning forward and make progress in their learning. It is important to follow desired behaviours with consequences that are reinforcing to most students such as specific positive feedback along with other forms of reinforcement.

Our BCE schools should encourage and motivate students, both as they are learning the expected behaviours and then to maintain those skills and dispositions as students become more fluent with their use. Specifically, our encouragement system utilises effective, specific positive feedback, adult attention both contingent and non-contingent and a tangible reinforcement system.

At OLGC we believe that preventing inappropriate behaviour through the promotion of appropriate behaviour is a more positive and successful method of managing student behaviour than intervening after behaviour incidents occur. At OLGC there are many ways that staff establish the behaviour expectations of our students, including:

• Explicit teaching and consistent follow-up of school rules.

• Modelling and role play methods used to teach and learn behaviours.

• Reinforcing positive behaviours.

Focus: Teaching Expected Behaviours

Feedback: Encouraging Productive Behaviours for Learning

Establishing Behaviour Expectations at OLGC


• Display the school and classroom rules clearly.

• Using explanations of the school and classroom rules i.e. what do they look like, sound like, feel like.

• Explaining why a behaviour is expected or a consequence is necessary.

• Empowering students to take responsibility for their actions.

• Being flexible to allow for unforeseen circumstances or children with needs.

• Effective communication and sharing a common language about behaviour in our school community.

• Explicitly teaching emotional recognition and regulation strategies through Zones of Regulation tools (more information can be found in Appendix 4).

• Transitioning students to new year levels and new teachers at the end of the school year for the following year.

These components enable staff to effectively recognise and encourage students when they display expected behaviours and contribute to the creation of a positive school environment.

Every week, our school community gathers together for Whole School Assembly. During these times, we create and enrich our positive school culture through celebration and prayer, class presentations, awards, rule and anti-bullying reminders and by raising awareness of current school events. The Bounce Back! Classroom Resilience Program (Strong Kids) supports the creation of a positive whole school culture (refer to Appendix 5). Staff utilise a wide range of acknowledgement strategies with students, reviewed on an annual basis, to support our positive school culture, including:

• Positive Behaviour for Learning Award and Playground Champion.

• Public display of work (classroom, library).

• Individual class or year level rewards (sticker books, stamps, free time, student-choice activities, computer time).

• Whole class rewards (parties, fun days, game time, sport, DVDs).

• Class responsibilities (messenger, teacher's helper, library monitor, tuckshop).

• Phone calls, emails or communication to parents.

• Sharing work with others (Principal, A.P.R.E., other year level classes, buddy classes, parents).

• Teacher evaluations (marks/comments on work/behaviour reporting).

• Celebrations (birthdays, "outside" achievements).

• Articles in OLGC School Newsletter – weekly electronic publication.

• Positive Behaviours for Learning Cards and Positive Behaviours for Learning weekly classroom award (refer to Appendix 6).

OLGC Positive School Culture


We acknowledge student efforts and results in academic, sporting, behavioural and cultural contexts through a variety of awards at our school. The Classroom Context at OLGC

At Our Lady of Good Counsel School there are many factors that contribute to the context of

our classes and how these affect teacher choices about learning and behaviour management.

These factors include:

• Physical environment – space, lighting, heating or cooling.

• Well-being of the class teacher, teaching team and administration support.

• Students needs and unsupported behaviours – learning needs and sensory requirements

of certain students.

• Class dynamics - number of students, gender mix and balance of needs in the class.

• Timetabling.

• Resources.

• Parent expectations and involvement.

• School culture, expectations and social activities.

• Specialist teachers.

• Location and size of school.

At Our Lady of Good Counsel School we use proactive, positive behaviour management

techniques in our classrooms to create the best possible learning environments for all of our

students. Teachers can draw from the following proactive strategies:

• Planning based on good pedagogy.

• Learning Intentions, Success Criteria & Behaviours for Learning – co-constructed at the

beginning of each lesson.

• Learning Dispositions.

• Organisational skills – for the teacher and for the students to feel empowered about the

structure of the day or lesson.

• Teaching techniques, teaching styles and behaviour strategies that are effective and

assist students to learn – Essential Microskills for Classroom Management (refer to

Appendix 7).

• Growth Mindset, which refers to the understanding that abilities and intelligence can be

developed – refer to Appendix 8 (Dweck, 2012).

The Positive/Preventative Mode of Behaviour Support in the Classroom

Proactive Behaviour Support Strategies in the Classroom


• Relationship building that is authentic and genuine – teacher to students, peer support,

class within the school community.

• Positive praise and encouragement of all students in a variety of ways.

• Taking time to get to know the students within the class and their individual interests

and needs.

• Discussing needs, concerns or interests with parents to make connections with the

student’s home.

• Resourcing – locating and accessing helpful resources.

• Layout of classroom – considering needs, class size, resources, sensory requirements.

• Support systems and positive behaviour support.

• Grouping and seating plan within the classroom to meet the student’s needs most

effectively, including flexible seating options.

• Establishing routines and rituals for the class.

• Identifying any triggers that are of concern for particular students and have an

alternative or way to minimise or eliminate these.

Tier 2 Targeted Supports

Targeted interventions play a key role in supporting students at risk of academic and social problems and may prevent the need for more intensive interventions (Sailor et.al., 2009). These students consistently have trouble with low level but disruptive behaviours that are detrimental to instruction and interfere with their own learning. Targeted inventions should be timely and responsive and use similar strategies and social curriculum across a group of students.

Students are identified proactively, using academic, behaviour and attendance data accompanied by teacher nomination or through a screening process. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as student behaviour and engagement improves.

Targeted interventions at Our Lady of Good Counsel include:

• The Behaviour Education Program (Check in- Check out) – (Crone, Horner & Hawken, 2004)

The program builds on the school-wide expectations by providing students with frequent feedback and reinforcement from their teacher/s, a respected facilitator and the student’s parents for demonstrating appropriate behaviour and academic engagement. The ultimate goal is to move the student to self-management.

• Social Skills Groups

This type of intervention involves directly teaching social skills to enhance a student’s ability to interact with peers and adults. Whilst social skill instruction may be part of the work done in universal supports this type of targeted support occurs in smaller groups with students who require additional practice and feedback on their


behaviour. These sessions are run by the Classroom Teacher in conjunction with the Guidance Counsellor.

Tier 3 Individual Supports

Successful outcomes for student’s whose behaviour has not responded to Universal or Targeted supports are dependant our ability to intervene as early as possible with appropriate evidence–based interventions. A function-based approach is an essential feature of PB4L.

Individual Support interventions offered at Our Lady of Good Counsel include:

• Functional Behavioural Assessment and designing an Individual Behaviour Support Plan (IBSP).

• Guidance Counsellor support services.

• Student Support Team case management - planning and implementation of individualised support plans and monitoring data.

• Partnerships with outside support agencies and specialists.

Even with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected.

To correct behavioural “errors”, we have a system in place that enables staff to efficiently and effectively respond to a range of inappropriate behaviours, from Minor unproductive behaviours to chronic persistent Minor behaviours and to Major unproductive behaviours that hinder learning. This continuum thinking begins with clarity between those behaviours that can and should be managed by staff, within the context of the classroom and non-classroom settings and those that are serious enough to warrant an office referral with leadership partnering with the class teacher. The definitions of teacher managed behaviours (Minors) and teacher plus leadership managed behaviours (Majors) have been included in Appendix 9.

Although the teacher is the key problem solver when responding to Minor behaviours, they can and should collaborate with and share creative strategies with colleagues. Teachers typically respond to Minor behaviours using best practices that include reminders of expectations, re-directing to learning and re-teaching behaviours. Appendix 10 includes a summary of practices that may be utilised. As with all strategies to address inappropriate behaviour, they should be done privately and with instructional demeanour i.e. a teaching focus.

Feedforward: Responding to Unproductive Behaviours


There are three evidence-based approaches that we use at Our Lady of Good Counsel to feedforward and respond to unproductive behaviours and the strategies used are listed in table below:

De-escalation Problem-solving Restorative

Supervised time out in a safe space in the classroom

Supervised time out in a safe space outside of the classroom

Office Referral

Set limits

Individual Behaviour Plan

Emotional co-regulation supported by a calm adult

Teacher – student conversation

Work it out together plan – teacher and student

Student – Student conversation

Teacher – student – parent meeting

Teacher – student – leadership conversation

Student apology: Steps to Reconciliation (see Appendix 11)

Student contributes back to the class or school community

Restorative conversation

Restorative conference

Effective staff responses result in greater learning and often involve learning tasks or opportunities directly related to the unproductive behaviour. Role play or practice, reflecting on the behaviour and the alternative, arranging a situation for the student to demonstrate a skill and making amends for behaviour that impacted others are all powerful learning-based approaches. Effective responses maintain student dignity and invite the student to take responsibility for his/her behaviour and be part of the solution. Even though responses for inappropriate behaviour are intended to be educational, they may also be mildly aversive. That is, they require effort and should leave little incentive to repeat the inappropriate behaviour. Responses are best when they are selected to fit the individual, the specific behaviour and setting, the frequency and severity of the behaviour. Fairness means that everyone gets what they need in order to be successful and meet the expectations.

Crisis prevention and support strategies may include giving a student time away from their regular program to decrease demands at that point in time in a separate area in the classroom, in another supervised classroom or in the office. The intent of the ‘time out’ is for a student to regain control of their emotions and behaviour.

For Major behaviours, the behaviour is more serious or chronic disruption, concerns for safety for the student or others, or is a potentially illegal behaviour. This will typically result in actions taken by the School Leadership that may include more intensive teaching, restitution activities, strategies to help the student handle future situations or parent/carer conferences.


Office Referral

Any child who refuses to go to the office is referred to the school leadership team. A leadership team

member will speak with the child, and if they are compliant and settled, will escort them back to the

classroom or keep them in the school administration area to complete their reflection time. If the

student remains non-compliant or unsettled, the parent is phoned and asked to collect their child.

If a child is sent to the school administration area, parents will be notified at pick up time or via email.

If ENGAGE data shows office referral occurring on a regular basis, a formal meeting with parents,

class teacher, support team and the Principal/APRE will be scheduled.

As a Catholic school community, we acknowledge that corporal punishment is expressly prohibited in

all Brisbane Catholic Education schools.

Suspensions (in school and out of school)

If a child’s behaviour adversely affects the growth and development of the other members of the

school community, the Principal may consider suspension. Suspension of a student from Our Lady of

Good Counsel School is a consequence for a student with chronic behavioural issues who is resistant

to attempts to modify their behaviour, or as a natural restitution and reparation process for high level,

unsafe behaviours (e.g. physical violence or verbal abuse directed at a student or teacher). Use of

suspension serves to initiate increased support for the student upon their re-entry, with the aim of

preventing a repeat of the behaviour and assisting the student to reintegrate into the school

environment.

Compulsory re-entry meetings for students returning from suspension, participated in by the student,

parent-caregivers, school administration, class teachers (if involved) and school support personnel

(e.g. Support Teacher- Inclusive Education, Guidance Counsellor), help to create a supportive network

for the student and define the support processes to be used.

Exclusions

The BCE SBS guidelines state that “students will not normally be excluded unless a clearly documented range of strategies has been tried and unless the cause of the behaviour has attempted to be identified and addressed, for example through a Functional Behaviour Assessment”. This process is reflected in the example flowchart in this plan for Targeted and Individualised Responses (Figure 2).

Formal Sanctions


At Our Lady of Good Counsel we believe that everyone is entitled to be treated with respect

and encouraged to develop their full potential. Therefore, the individual circumstances of

each case will be taken into account when deciding upon and applying consequences not only

towards the correction of inappropriate behaviour in the classroom or playground, but also

towards acknowledgement of student achievement and the intervention strategies

introduced for chronic behaviour issues. This belief reflects the Vision Statement of the OLGC

community and is done in light of the Gospel Values expressed in our Mission Statement.

Our Lady of Good Counsel staff recognises that students are individuals and have

individualised needs, relating to factors such as ability and disability, socio-economic status,

race and culture; that behaviour is dynamic and contextual, and is influenced by a range of

diverse personal and systemic factors intrinsic and external to the school setting.

Teachers and support staff are able to ensure that behaviour support processes in the school

cater for the individual circumstances of the student and situation through:

• the development and maintenance of positive and collaborative relationships with

students, fellow staff, parents and school support personnel;

• the careful assessment of the behaviour situation, including gathering of relevant

information, before taking action; and

• the application of non-emotive, systematic and logical correction and intervention

strategies.

If a student requires individualised, explicit behaviour support at Our Lady of Good Counsel

School, we have a variety of strategies that teachers can access to support behaviour

management and positive behaviour choices, including:

• FBA (Functional Behaviour Analysis) techniques and functional behaviours assessments.

• Individual Behaviour Plan that targets specific behaviours.

• Support for the classroom teacher to implement individual behaviour plans which may

include time for resource making, one on one time with the student involved or explicit

teaching of behaviours for small groups of students.

• Teacher self-care and coping strategies are in place – support from buddy class teacher,

mentor teacher or team teachers.

• School Officer assistance and support to make helpful resources.

• Support Teacher assistance and / or testing.

• Guidance Counsellor assistance and / or referrals.

• Meeting with parents on a regular basis to keep in touch.

Behaviour Support for Individual Student Needs


• Communication book or regular email contact with parents.

• Communicating as a class about the needs of individual students and positive supporting

behaviours.

In the case of a crisis or Major behaviour incident, teachers are required to have a plan to

follow to manage the situation. This plan must take into consideration:

• the safety of the students and the teacher(s);

• the physical environment of the classroom or learning area;

• the emotional well-being of all involved;

• support teacher, learning support or administration able to assist;

• ways for all involved to remain calm; and

• debriefing of crisis or Major behaviour incident for all involved.

At Our Lady of Good Counsel School we can use the school phone system or call for assistance

in a crisis or critical behaviour incident. In this instance it may be necessary to use a Nonviolent

Crisis Intervention Strategy. This is a safe, non-harmful behaviour management system

designed to help professionals provide the best possible care, welfare, safety and security of

disruptive, assaultive, and out of control individuals even during their most violent moments.

Staff members who are trained in this method of intervention are required to do an annual

refresher course, as well as regular updates and practice sessions.

The BCE Student Behaviour Support System (ENGAGE) is the database all BCE schools are required to use to collect behavioural data. ENGAGE has capacity to record Minor and Major behavioural incidents so that schools can make data informed decisions about student supports.

It is mandatory for all BCE schools to record in ENGAGE Major incidents of Bullying, Weapons and Drugs and complete the accompanying record documentation in the system. Suspension records are also mandatory to complete in ENGAGE.

Our evidence-based practices for targeted and individualised support have been acknowledged in this document. Throughout the decision-making process, data is used to guide us to ask the “right” questions. The right question, asked at the appropriate time can deepen the dialogue from the concerns about an issue, to precision in identifying the

Crisis Management

Data Informed Decision Making


problems or challenges faced and the opportunities for growth or improvement (Newton et.al, 2009)

Figure 2 describes are Targeted and Individualised response and decision-making processes.

Start

Effective School-wide Systems in place

✓ Expectations have been taught and

practiced

✓ ACARA general capabilities are

integrated with content areas

✓ Expected behaviours are reinforced

✓ Positive class environment

✓ Effective Classroom pedagogy

School Leadership

Team Responds

Problem Behaviour Occurs

The student is not responding to the class

supports

Behaviour data is collected

1. Reteach behaviour

2. Reinforce appropriate behaviour /

provide corrective feedback

3. Provide additional supports e.g.

prompts or cues or additional

opportunities for practice

4. Monitor staff reactions to behaviour

Student

Behaviour

Improves

Teacher /Leadership nominates

student for Targeted supports

1. Fills out a request form

2. Gathers behaviour data and

anecdotal notes

3. Talks to support team

Non-violent Crisis Intervention

Behaviour Level Staff Approaches

1. Anxiety

2. Defensive

3. Acting out person

4. Tension Reduction

1. Supportive

2. Directive

3. NCI/Risk management

4. Therapeutic rapport

Adapted from the University of Missouri Centre for School-wide behaviour Support

Universal Response to Problem Behaviour

Teacher managed

Office managed

Student

Behaviour

Improves

Review Data

Look for Patterns

✓ When crisis

management is

being employed

✓ When minor

behaviours are

becoming frequent

✓ When students are

being referred to

the office

Yes

Student

Requires More

Support

YesNo

No

Behaviour intensifies orincreases frequency

Yes

No

Tier 2

Figure 1


What is Bullying?

Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.

Bullying is when someone targets another child again and again and tries to make them feel bad. They say or do many mean and hurtful things, make fun of them a lot, try to stop them.

Bullying is when one student (or a group) targets another student again and again to upset or hurt them. They might hurt them physically, try to socially isolate them or say and do many mean or humiliating things to them.

What is not Bullying?

There are also some behaviours, which, although they might be unpleasant or distressing, are not bullying:

• Mutual conflict - which involves a disagreement, but not an imbalance of power. Unresolved mutual conflict can develop into bullying if one of the parties targets the other repeatedly in retaliation.

• Single-episode acts of nastiness or physical aggression, or aggression directed towards many different people, is not bullying unless it becomes a pattern of behaviours.

Start Effective School-wide Systems in place

Student NOT responding to Universal

supports

Referred for Targeted Supports

Data indicates More support required

Is the

problem behaviour complex

intensive or severe?

Implement Basic BEP Increased

structure, check-in, check-out frequent

feedback. Connection with key adult

Is the basic BEP

effective in reducing

problem behaviour?

Continue basic BEP

Transition to self

management when

appropriate

Conduct Brief Functional Behaviour Assessment

What is the problem Behaviour?

Where does the problem behaviour occur/not occur?

Why does the problem behaviour keep occurring?

Is the problem behaviour

maintained by escape from

social interactions?

Escape-Motivated BEP

Reduce adult interaction

Use escape as a reinforcer

BEP + Academic Support

BEP goals focus on academic

organisation

Increased academic support

Referred for Intensive Behaviour

Support

Is the Student

is at risk of suspension,

expulsion or placement

change?

Simple Functional Behavioural

Assessment

Design initial individual

behavioural supports

Implement behavioural supports

Is the Behaviour

Support Plan working?

Continue plan or modify for

efficiency, Set Review date, Plan

for transition to self management

Comprehensive Functional

Assessment

Design/Redesign Behaviour

Support Plan

Implement Behaviour Support

Plan

Is the Behaviour

Support Plan working?

Continue plan or

modify for efficiency,

Set Review date, Plan

for transition to self

management


related to lack of academic and/

or organisational skills


complex, intensive or severe?

Targeted & Individualised Response to Problem Behaviour

Yes

Yes

Yes

Yes

No

No

No

Yes

No

No

The student/parents

are engaging in the support

Process

Exit

No

Yes

* BEP stand for Behaviour Education Program (Crone et. al., 2004) and refers to the School’s HAWK program

Figure 2

Bullying & Cyberbullying – Information, Prevention & School Responses


• Social rejection or dislike is not bullying unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others.

Conflict

Conflict is a mutual disagreement, argument or dispute between people where no one has a significant power advantage, and both feel equally aggrieved.

• Conflict is different to bullying because there is always an imbalance of power in bullying. However, poorly resolved conflict situations, especially those involving friendship break-ups or romantic break-ups sometimes lead to either aggression or bullying.

• Conflict can be a precursor to bullying where there are instances of repeated conflict and where the balance of power changes.

Although it isn’t nice if someone says or does something mean to someone else, it is not called bullying. It also isn’t bullying if children of the same age have a one-off argument.

Although it’s neither respectful nor acceptable if someone behaves in a mean or aggressive way on one occasion, it isn’t considered bullying. A fight or disagreement between students of equal power or status isn’t considered bullying.

The classroom teacher or teacher on duty will provide support for problem solving and conflict resolution in these instances.

Types of Bullying Behaviours

There are three types of bullying behaviour:

• Verbal bullying which includes name calling or insulting someone about physical characteristics such as their weight or height, or other attributes including race, sexuality, culture, socio-economic status, or religion.

• Physical bullying which includes hitting or otherwise hurting someone, shoving or intimidating another person, or damaging or stealing their belongings.

• Social bullying which includes consistently excluding another person or sharing information or images that will have a harmful effect on the other person.

If any of these behaviours occur only once or are part of a conflict between equals (no matter how inappropriate) they are not bullying. The behaviours alone don't define bullying.

Verbal, physical and social bullying can occur in person or online, directly or indirectly, overtly or covertly.

Cyber Bullying


Cyber bullying refers to bullying that occurs through the use of information and communication technologies.

• Cyber bullying is often combined with offline bullying. • Cyber bullying may include a combination of behaviours such as pranking (i.e. hang-

up calls), sending insulting text messages, publishing someone's private information, creating hate sites or implementing social exclusion campaigns on social networking sites.

• It is also cyber bullying when a student uses technology to run a multi-step campaign to bully another student (e.g. setting another student up to be assaulted, video recording their humiliation, posting the video-recording online and then sending the website address to others).

Brisbane Catholic Education schools promote a positive culture that enables all members of the school community to feel safe and supported and free from the fear of bullying, harassment, intimidation and victimisation.

We acknowledge that every member of the school community has the right to experience

respectful and positive relationships in a pleasant, safe and supportive environment.

Bullying and harassment in the school in any form in relation to any member of the school

community, including students, staff and parents, will be not be tolerated.

How do we prevent bullying?

At Our Lady of Good Counsel, we:

• have whole school anti-bullying pro-active and preventative strategies – Do the Five;

• provide specific anti-bullying activities in Health lessons;

• provide specific programmes to promote pro-social behaviour such as ‘Strong Kids’;

• raise awareness of bullying through newsletter articles, guest speakers/performers

and assemblies in awareness of National Day of Action against Bullying & Violence;

• provide a variety of lunchtime activities and areas for students;

• provide adequate supervision during breaks ensuring high visibility of duty staff;

• engage with staff on bullying issues;

• use camps, sport, outdoor education and other co-curricular activities to promote pro-social

behaviours;

• have teachers and other staff members who model respect to students and to each other;


• teaching of the ‘Be a Hero when it comes to your safety’ poster – Recognise, React, Report;

and

• keep abreast of current research and best practice on bullying and harassment.

How do we respond to bullying?

At Our Lady of Good Counsel School, we:

• investigate and address any reported bullying and record all incidents on SBSS to track

suspected bullying;

• Guidance Counsellor to work with students involved in bullying incidents, both the student

who is bullying and the student being bullied;

• liaise with parents of students involved in bullying, both the student who is bullying and the

students being bullied;

• use educative consequences to help students involved with bullying to learn alternative

behaviours;

• provide mediation for students who are unable to work out their own differences;

• empower the student who has been bullied by providing strategies they can employ; and

• acknowledge hurt no matter how trivial the incident may appear.

Students, staff and parents have the right to:

• learn and work in a positive environment;

• participate in all school activities without being ridiculed or ‘put-down’;

• be accepted despite differences in race, cultural background, age, religion,

appearance or ability;

• safe access within the school grounds;

• be listened to and supported when involved in bullying incidents; and

• be treated as a respected member of the OLGC School community.

Students, staff and parents have the responsibility to:

• Abstain from bullying others in any way.

• Actively discourage bullying when it occurs.

• Report any bullying incidents of which they are aware.

• Be familiar with and help promote the School’s anti-bullying policy and procedures.

Rights and Responsibilities of Students, Staff & Parents


• Schools will provide clear expectations in relation to bullying and harassment as part of their whole school Student Behaviour Support Plan.

• Staff, students and parents will be familiar with the school Student Behaviour Support Plan that is published, promoted and available to all members of the school community.

• Schools, with the support of parents, the wider community, and young people themselves, will take proactive and preventative action to prevent bullying happening in the first instance.

• Schools, in line with the whole school Student Behaviour Support Plan and the BCE Student Protection Processes, will develop planned preventative approaches, clear protocols, and age and context appropriate responses to bullying behaviour that is visible in documentation and practice.

• Schools will report incidents of bullying in all environments, including cyberspace/online, and monitor this through consistent record-keeping of behaviour incident data in the Student Behaviour Support System (SBSS). This behaviour incident data should be tracked and analysed to detect patterns of behaviour that identify bullying.

This collaboratively developed policy reflects a whole school approach that serves as a

declaration of Our Lady of Good Counsel School to the commitment of action towards

preventing and minimising bullying.

Concluding Statement

Bibliography


Cross, D. (August, 2004). Safe and Supportive Schools- Reducing Bullying. Bullying Colloquium.

AISQ, Brisbane.

Edith Cowan University (2004). Friendly Schools & Families Project. Child Health Promotion

Research Unit.

Petersen, L. (20-23 September 2001). Anti-bullying Programs - Avoiding bullying the bullies.

Australian Guidance & Counselling Association Conference, Hilton Hotel, Brisbane, QLD.

Pikas, A. (1989). The common concern method for the treatment of mobbing. In E. Roland &

E. Munthe (Eds), Bullying: an international perspective. London: Fulton.

Dweck C.S. (2012). Mindsets and malleable minds: Implications for giftedness and talent. In:

Subotnik R.F., Robinson A., Callahan C.M., Gubbins E.J., editors. Malleable Minds: Translating

Insights from Psychology and Neuroscience to Gifted Education. National Research Center on the

Gifted and Talented, University of Connecticut; Storrs, CT, USA. pp. 7–18.

The Zones of Regulation - http://www.zonesofregulation.com/index.html

Merrell, K.W, Parisi, D.M, Whitcomb, S.A (2007). Strong Kids: A Social & Emotional Learning

Curriculum.

Howarth, J. A. (2018). A systemic framework for trauma-aware schooling in Queensland. Queensland

Department of Education.

Year 2 Learning Byte – Brisbane Catholic Education - https://lb2sayingsorry.weebly.com/teacher-

background.html


Appendix Appendix 1 Our Lady of Good Counsel Primary School Vision Statement

Appendix 2 Our Lady of Good Counsel Primary School Rules

Appendix 3 Our Lady of Good Counsel Primary Behaviour Matrix

Appendix 4 Zones of Regulation information

Appendix 5 Strong Kids! Program Information

Appendix 6 Positive Behaviours for Learning cards and Awards

Appendix 7 Essential Skills for Classroom Management

Appendix 8 Growth Mindset information

Appendix 9 Minor v Major behaviours

Appendix 10 Responses to Minor behaviours

Appendix 11 Student apology – Steps to reconciliation


APPENDIX 1

Our Lady of Good Counsel Primary School Vision Statement

A PLACE OF RICH HISTORY, VIBRANT GROWTH AND PROMISING FUTURES

We value the development of the whole person:-

• Through teaching values and attributes that develop a sense of self to highlight their own individuality, spirituality and their potential gifts and talents.

• By establishing work ethics, self-discipline and pride in own work through goal setting. • Developing essential social, communication and life skills that will assist them to become

resilient and effective leaders of the future.

OLGC – A place where your light can shine.

We value a supportive and caring environment. We strive to provide:- • A welcoming and friendly community which respects our cultural heritage and is eco-friendly.

• A firm, fair and consistent community that fosters a sense of belonging. • A safe and just educational setting.

OLGC – A place where happy, vibrant individuals grow in a family atmosphere to become valued community contributors.

We value quality student, parent, teacher and parish relationships.

We strive to achieve this by:- • Open communication and interaction with mutual respect and acceptance of each other and

our differences. • Transparent decision making through collaboration and consultation.

• Fostering a common sense of teamwork and peer support through friendly, understanding and compassionate staff.

OLGC – A place where quality relationships = Respect + Acceptance + Open Communication

We value quality education for the growth and development of lifelong

learners. We provide:- • Resources and experiences which promote creativity and enthusiasm.

• A nurturing environment which prepares all learners for a sustainable future. • A wide, open and balanced curriculum.

OLGC – A place where learning potentials can be discovered and challenged

We value being a Catholic school with its rich stories, guiding values and loving community. We value:-

• Our vibrant rituals and celebrations. • The teaching of religion and education based on the values of Jesus.

• Nurturing to be moral and ethical decision makers.

OLGC – A place of wise counsel, renewal and caring nurture.


APPENDIX 2

Our Lady of Good Counsel Primary School Rules


APPENDIX 3

Our Lady of Good Counsel Behaviour Matrix


APPENDIX 4

Zones of Regulation

The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by

categorising all the different ways we feel and states of alertness we experience into your

concrete coloured zones. The Zones framework provides strategies to teach students to

become more aware of and independent in controlling their emotions and impulses,

manage their sensory needs, and improve their ability to problem solve conflicts.

By addressing underlying deficits in emotional and sensory regulation, executive

functioning, and social cognition, the framework is designed to help move students toward

independent regulation. The Zones of Regulation incorporates Social Thinking

(www.socialthinking.com) concepts and numerous visuals to teach students to identify their

feelings/level of alertness, understand how their behaviour impacts those around them, and

learn what tools they can use to manage their feelings and states.

http://www.socialthinking.com/


APPENDIX 5

Strong Kids! Program Information

The Strong Kids curriculum targets each of the five pathways to wellness advocated by Cowen (1994), a pioneer in the modern science of mental health prevention and wellness promotion:

• Forming wholesome early attachments • Acquiring age–appropriate competencies • Having exposure to settings that favour wellness outcomes • Having the empowering sense of being in control of one's fate • Coping effectively with stress

Furthermore, as we created this curriculum over a 5-year period and then continued to refine and research it, we envisioned Strong Kids as a carefully designed SEL program to prevent the development of certain mental health problems and promote social and emotional wellness among young people. Strong Kids is not the right SEL program for all types of problems. We especially targeted the domain of internalizing behavioural and emotional problems (e.g., depression, anxiety, social withdrawal, somatic problems) and the promotion of what we term social and emotional resiliency in designing this curriculum: We never intended Strong Kids to be a comprehensive program for preventing school violence or antisocial behaviour, even though it may play a role in supporting these aims as part of a comprehensive program of effective behaviour support.

In addition, we specifically designed Strong Kids as a low-cost, low-technology program that can be implemented in a school or related educational setting with minimal professional training and resources. It is not necessary to be a licensed mental health professional to learn and implement this curriculum. It can also be taught in a self-contained manner within a specific environment and does not require expensive community wrap-around services or mandatory parent training groups.

The advantage of this programming approach is that Strong Kids is brief, efficient, skill-based, portable, and focused. One disadvantage of this approach is that the program is not designed to be a complete mental health treatment package for children and youth with severe mental health problems. Although our research to date has shown that the curriculum can make a meaningful difference with such populations, it should be used as one component of a comprehensive, intensive intervention program in such cases.

The primary mission of public education has traditionally been perceived as promoting the development of academic skills. There is no question that most educators, parents, students, and the general public also support and expect a broader mission for schools (Greenberg et al., 2003). Some examples of this expanded agenda include character education, development of good work habits, promotion of good citizenship, development of social and emotional competence, and promotion of healthy and productive lifestyle.


Commenting on the need for this broader agenda, Greenberg and his colleagues stated,

High-quality education should teach young people to interact in socially skilled and respectful ways; to practice positive, safe, and healthy behaviours; to contribute ethically and responsibly to their peer group, family, school, and community; and to possess basic competencies, work habits, and values as a foundation for meaningful employment and citizenship. We consequently assert that school-based prevention programming-based on coordinated social, emotional, and academic learning-should be fundamental to preschool through high school education" (2003, pp. 466-467).

We emphatically agree with this statement. In addition, we propose that teaching young people positive social, emotional, and behavioural skills is not only an essential mission for educators and mental health professionals but also one of the most critical challenges facing our society in the 21st century.

As many researchers, writers, and public officials have noted, changes in the structure of society and families have resulted in an increasing percentage of children and families who are at risk for developing a variety of behavioural, social, and mental health problems (e.g., Costello & Angold, 2000; Doll & Lyon, 1998; Farmer & Farmer, 1999; Hoagwood & Erwin, 1997; Satcher, 1999). The numbers of children and youth affected by these problems are surprisingly high. Greenberg, Domitrovich, and Bumbarger (2001) have asserted that between 12% and 22% of children and adolescents younger than age 18 experience mental health problems of sufficient severity to be in need of mental health services. These percentages represent a staggering figure of up to 1 out of every 5 children and adolescents in some instances. Without question, effective responses to these problems, including mental health prevention and early intervention curricula in educational settings, must occur if these challenges are to be stemmed.

Another reason for optimism regarding our ability to positively affect the social and emotional health and resiliency of young people is an impressive emerging body of literature in the area of SEL (Zins, Bloodworth, Weissberg, & Walberg, 2004). SEL has been defined as systematic, cohesive, and effective instructional programming designed to teach social and emotional skills to children and adolescents, to prevent mental health problems, and to provide effective early intervention for those problems that are beginning to emerge (Greenberg et al., 2003). There are many manifestations of SEL programs, ranging from simple training in social or other life skills to expansive, multipronged efforts to prevent antisocial behaviour and conduct problems. Since about the early 1990s, an impressive array of evidence-based SEL programs have been developed and made available for use in education and mental health. These programs vary substantially in mode of instruction, time and resources required, target areas, and cost.

The specific type of SEL program selected will depend on the specific needs and requirements of an institution or community and the competencies and problems that are most important to target, but those efforts that are most successful tend to be implemented in a planned, cohesive manner within a system. Fragmented, uncoordinated efforts seldom produce more than superficial, short-term results (Greenberg et al., 2003).


APPENDIX 6

Positive Behaviours for Learning Cards and Award


APPENDIX 7

Essential Skills for Classroom Management

Establishing Expectations To clearly articulate and demonstrate the boundaries of pro social behaviour.

Giving Instructions To give a clear direction about what students are to do.

Waiting & Scanning To wait and look at your students for 5-10 seconds after you give an instruction.

Cueing with Parallel Acknowledgment

To acknowledge students’ on-task behaviour with the intention of encouraging others to copy.

Body Language Encouraging

To intentionally use your proximity, body gestures & facial expressions to encourage students to remain on-task.

Descriptive Encouraging To encourage students to become more aware of their competence by describing exactly what you see or hear from them that you hope to see m ore frequently.

Selective Attending To deliberately give minimal attention to safe, off-task or inappropriate behaviour.

Redirecting to Learning To respectfully prompt the student who is off-task or disrupting others, initially with a redirection to the learning. This can be verbal or non-verbal.

Giving a Choice To respectfully confront the student who is disrupting others with the available choices and their natural consequences.

Following Through Resolute, planned action in the face of extended off-task behaviour, or on-going disruptive behaviour that is seriously disturbing the learning environment.


APPENDIX 8

Growth Mindset


APPENDIX 9

Minor v Major Behaviours

Minor Behaviours

Descriptor Definition Example/Non-Example

1 Inappropriate verbal language (VL)

Student engages in low intensity instance of inappropriate language

Calling someone an "idiot", swearing if they kick their toe

2 Physical contact Student engages in non-serious, but inappropriate contact

Pushing in the tuckshop line

3 Defiance / non-compliance

Student engages in brief or low intensity failure to respond to adult requests

4 Minor disruption Student engages in low intensity, but inappropriate disruption

Calling out, talking to a peer in class

5 Uniform violation – Minor

Student wears clothing that is near but not within the school's dress code

Wrong socks, wrong shorts for sport

6 Technology violation – Minor

Student engages in non-serious but inappropriate (as defined by the school) use of mobile phone, MP3 player, camera and/or computer

7 Property misuse Student engages in low intensity misuse of property

Using equipment contrary to its design or purpose

8 Late Student arrives late to class Late to class, not late to school as this is often beyond the control of a primary school student

9 Out of bounds Student is in an area within the school grounds that has been designated "off limits" at that particular time

10 Lying / cheating Student engages in "white lies"

11 Teasing Isolated inappropriate comments (ongoing teasing is considered bullying)


Major Behaviours

Descriptor Definition Example/Non-Example

1 Verbal aggression Language directed at others in a demeaning or aggressive manner

Swearing, aggressive stance, language directed to hurt or show disrespect, intimidating body language, intimidating tone of voice

2 Physical aggression Actions involving serious physical contact where injury might occur

Hitting, punching, hitting with an object, kicking, pulling hair, scratching, etc.

3 Harassment / bullying

Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes

Disrespectful messages including negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters

4 Defiance / non-compliance – Major

Refusing request of a teacher or supervisor, talking back in an angry and/or rude manner to staff, ignoring/walking away from staff, running away

5 Major disruption Persistent behaviour causing an interruption in a class or an activity

Sustained loud talking, yelling or screaming; noise with materials; and/or sustained out-of-seat behaviour

6 Property damage / vandalism

Student participates in an activity that results in substantial destruction or disfigurement of property

Throwing a computer, graffiti of school buildings, arson

7 Skip class / truancy Student leaves class/school without permission or stays out of class/school without permission


8 Theft Student is in possession of, having passed on, or being responsible for removing someone else's property

9 Major technology violation

Student engages in inappropriate (as defined by school) use of cell phone, music/video players, camera, and/or computer

Accessing inappropriate websites, using someone else's login details, inappropriate additions to Facebook or other social media (written and images)

10 Use/possession of alcohol

Student is in possession of or is using alcohol

11 Use/possession of other drugs

Student is in possession of or is using illegal drugs/substances or imitations or is using prescription drugs contrary to their doctor's directions

12 Misuse of legal drugs

Inappropriate use or distribution of legal drugs/medications

Intentionally overdosing on ADHD medications. Sharing around an inhaler to get a "buzz"

13 Use/possession of tobacco

Student is in possession of or is using tobacco either at school or on the way to and from, or any time they are in school uniform

14 Use/possession of weapons

Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm

15 Use/possession of combustibles

Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage

Matches, lighters, firecrackers, gasoline, lighter fluid

16 Bomb threat / false alarm

Student delivers a false message of possible explosive materials being on school site, near school site, and/or pending explosion with the intent to disrupt school

The intent is one of a "prank" to disrupt the school day and/or emergency services


APPENDIX 10

Responses to Minor/Major Behaviours

Technique Explanation

Proximity This technique is the strategic placement/movement by the teacher in order to encourage positive behaviour. The teacher is a source of support and strength and helps the student to control his impulses by her proximity.

Signal non-verbal cue

Teachers have a variety of signals that communicate to the student what is expected. These non-verbal techniques include such things as eye contact, hand gestures, a card system, picture cues, etc. Such simple cues suggest that the teacher is aware of the student’s behaviour and is prepared to intervene if the behaviour continues. This works best when the teacher has a relationship with the student(s) and the non-verbal cues have already been taught to the group.

Ignore/attend/praise This technique is based on the power of praise or specific positive feedback. The teacher praises an appropriately behaving student in proximity to the inappropriately behaving student. The praise serves as an indirect prompt for the misbehaving student and reinforcement for the one behaving appropriately. When the student exhibits the appropriate behaviour, attention and praise is then provided.

Restitution “Involves having the student compensate for any damage that is a result of his or her actions. Restitution is required to repair any damage done, restore the environment to its original condition, or make amends to persons who were affected by the behaviour”. (p.453 Scheuermann & Hall, 2012)

Re-direct This strategy employs a very brief, clearly and privately stated verbal reminder of the expected behaviour. A re-direct includes a specific restatement of the school-wide, non-classroom or classroom rule/ procedure. A re-direct emphasises the “what” of the behaviour instead of the “why”.

Re-teach Re-teaching builds on the re-direct above and re-teaches the specific expectation in question and reminds of the procedures or routine for doing so. It capitalises on the teachable moment to review the expectation more thoroughly yet briefly. As in all instruction, you label the skill, teach and show, and give the student the immediate opportunity to practice demonstrating the behaviour. Once the student uses the appropriate behaviour, specific positive feedback should follow.


Technique Explanation

Provide choice Providing choice can be used when re-directs or re-teaching have not worked. This is the statement of two alternatives – the preferred or desired behaviour or a less preferred choice. When options are paired in this way, students will often make the preferred choice. Pause after providing the choice, and when the student chooses wisely, provide praise.

Student conference This is a lengthier re-teaching or problem solving opportunity when behaviour is more frequent or intense. The behaviour of concern is discussed, the desired behaviour is taught, and a plan is made to ensure the behaviour is used in the future. A student conference might include practice.

Any major behaviours will be immediate office referral. Staff involved will be asked to

contact the parents to discuss the behaviour and actions taken by the school. A decision

will be made by the leadership team as to whether the student will return to the classroom,

remain in the office or a phone call to parents to pick up the student.

APPENDIX 11

Steps to Reconciliation

The sacramental policy of the Archdiocese of Brisbane recognises a child’s development in understanding sin and repentance. Children are introduced first to a communal form of celebration focusing on reconciliation and only later to individual confession that demands greater understanding of personal responsibility for sin. Admitting responsibility takes courage. Saying sorry helps restore harmony

Harmony exists only where proper relationships between people are found. The process of re-establishing harmony is a human and sometimes complex one. Proper respect for each other and recovery of trust are two important elements in this. Where one person has sinned against another, that person needs to communicate to the other acceptance of responsibility and repentance. Whilst this can be done in any number of ways, speech is our normal and expected way of communicating. The words ‘I am sorry’ when spoken sincerely carry an enormous load of meaning and can have a powerful effect. They indicate to the other a recognition of hurt done, an acceptance of one’s wrongdoing, and a desire to put things right. On the other hand, a failure to ‘say sorry’ can leave one’s repentance unrecognised or in doubt. The importance and power of words in mediating our reality to others should not be underestimated (https://lb2sayingsorry.weebly.com/teacher-background.html)

Through the sacrament of Penance, the Church continues Jesus’ ministry of forgiveness. The Steps to Reconciliation used at OLGC are aligned with the four elements of the Sacrament of Penance (both are included in the table below).


Step One: Admit wrong

Contrition. Aware of one’s sinfulness, one approaches God’s mercy in a spirit of sorrow for sin.

Step Two: Say sorry

Confession. One makes an honest admission of one’s sins. The discipline of the Church requires that all mortal sins be confessed explicitly.

Step Three: Seek forgiveness

Satisfaction. Sin both injures others and weakens ourselves. One must make amends for this through repairing harm done or through suitable penance.

Step Four: Make up

Absolution. We are reminded that Christ died and rose that we might be reconciled with God and obtain forgiveness of all our sins. That forgiveness is assured us: ‘I absolve you from your sins.’

Behaviour Support Plan 2019-2021

Documents

Transcript of Behaviour Support Plan 2019-2021