Guidelines for developing a Responsible Behaviour Plan for ... 4 Charleville SS Responsible...

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  • Page 1 Charleville SS Responsible Behaviour Plan 2014

    Responsible

    Behaviour Plan

    for Students

    2014-2017

  • Page 2 Charleville SS Responsible Behaviour Plan 2014

    Responsible Behaviour Plan for Students

    based on The Code of School Behaviour

    Contents

    1. Purpose ..................................................................................................................................... 3 2. Consultation and data review .................................................................................................... 3 3. Learning and behaviour statement ............................................................................................ 3 4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour ......................................................................................................................................... 3 5. Emergency responses or critical incidents ................................................................................ 9 6. Consequences for unacceptable behaviour ............................................................................ 11 7. Network of student support ...................................................................................................... 11 8. Consideration of individual circumstances ............................................................................... 12 9. Related legislation ................................................................................................................... 12 10. Related policies .................................................................................................................... 12 11. Some related resources ....................................................................................................... 13 APPENDIX A SWPBS Rules Matrix ............................................................................................ 14 APPENDIX B Minor/Serious Behaviours and Possible Consequences ...................................... 15 APPENDIX C Behaviour Continuum ........................................................................................... 18 APPENDIX D- Positive Postcards .................................................................................................. 19 APPENDIX E Office Referrals/Gotchas ...................................................................................... 20 APPENDIX F Weekly Awards ..................................................................................................... 21 APPENDIX G Intensive Support Flowchart ................................................................................. 21 APPENDIX H - Suspension Re-Entry Resources .......................................................................... 24

  • Page 3 Charleville SS Responsible Behaviour Plan 2014

    1. Purpose Education Queensland is committed to ensuring that every day, in every lesson, every student in state schooling is learning and achieving within a safe, supportive and disciplined learning environment. Schools promote a positive and inclusive school community that affirms the rights of all members of the school community to feel safe and be safe at school. Schools recognise the reciprocal relationship between academic success and social behaviour. At Charleville State School, we adopted School Wide Positive Behaviour Support (SWPBS) as a framework to teach and expect desired behaviours. This approach means we use positive language and focus on students being acknowledged and/or rewarded for displaying appropriate behaviour. Our SWPBS focus means we regularly collect and analyse behavioural data, and use this data to inform the subsequent focus areas we need to develop lessons and language for.

    2. Consultation and data review This plan was reviewed in 2013, by engaging a representative group of parents from our community and staff members. Our SWPBS committee has had input to the plan through their respective meetings. This group provided feedback about the plan to the school to enable a series of drafts to be developed with a view to the document being approved by the Charleville State P and C Committee.

    3. Learning and behaviour statement

    At Charleville State School we provide a learning environment in which each individual is empowered to achieve academic, cultural and social excellence. Our purpose is to motivate and inspire each individual to make sustained positive contributions to society.

    Charleville State School strives to uphold the belief that schools are places of learning, and that all students have the right to learn in a safe and supportive environment. Students are encouraged to take responsibility for their behaviour, and to learn appropriate behaviour regulatory skills within the framework set out in this Responsible Behaviour Plan for Students.

    4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

    Universal behaviour support

    For effective management of behaviour the majority of school staff time and energy is spent on proactive approaches. This includes effective classroom management systems, reward systems, positive class rules, cooperative learning, and positive relationship building. Skills and expectations for behaviour are taught and modelled to students. This is in keeping with the practices and principles of SWPBS.

    At Charleville State School there is a strong emphasis on the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of

  • Page 4 Charleville SS Responsible Behaviour Plan 2014

    universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provides a framework for responding to unacceptable behaviour. A set of behavioural expectations in specific settings has been developed to accompany our four school Bs. The School-wide Expectations Teaching Matrix outlines our agreed rules and specific behavioural expectations in all school settings. See Appendix A These expectations are communicated to students via a number of strategies, including:

    Behaviour lessons conducted by classroom teachers

    Reinforcement of learning from behaviour lessons on school parades and during active supervision by staff during classroom and non-classroom activities

    Displayed throughout the classrooms and school grounds

    To achieve positive behaviours, all staff are involved in actively teaching social competencies and rewarding students who demonstrate these. Charleville State School and its staff utilise a wide range of acknowledgement strategies with students which include:

    Praise/Encouragement (Verbal/Non-verbal/Written)

    Class Responsibilities (Messenger, Teacher's Helper, Library Monitor, Tuckshop)

    Inter-Class Responsibilities (Peer Tutoring, Peer Mediation) Individual Class-Level Rewards (Stickers, Books, Stamps, Free time, Certificates, Student- Choice

    Activities, Computer Time, Bank Books)

    Whole Class Rewards in keeping with school priorities and targets (Parties, Fun Days, Game Time,

    Sport, Videos)

    Communication with Parents including phone calls and Positive Postcards

    Sharing Work With Others (Principal, Other Classes, Parents)

    Whole School Reward System (Gotcha Cards, Reading Rocks and Student of the Week)

    Teacher Evaluations (Marks/Comments on Work/Behaviour Reporting) Celebrations (Birthdays,

    "Outside" achievements)

    Notes in School Newsletter

    100% Attendance Awards

    End of Year Academic Awards

    The efforts of staff members are also acknowledged at staff meetings, on Parade and in the weekly staff newsletter. In circumstances where persistent misbehaviour occurs, staff refer to our Behaviour Continuum. This acts as a guide for teachers to manage and also make decisions about the types of behaviour occurring, and how teachers may have to manage this behaviour, or when to refer the behaviour. See Appendix C. Charleville State School believes that attendance is central to achievement, and that attendance is part of good school behaviour. The following Policy outlines the responsibilities for all stakeholders:

  • Page 5 Charleville SS Responsible Behaviour Plan 2014

    Attendance Policy:

    Student Expectations:

    At Charleville State School we expect;

    That every student will attend every day of school throughout the year. Research clearly shows that students who attend very regularly achieve much better results across the long term;

    That if coming to school late, they sign in at the office. They should present a note from a parent/ guardian explaining lateness. Persistent lateness will lead to contact with home.

    That students remain at school the entire day and only depart through the office after approvals have been given by parents/ guardians and sighted and approved by school administration.

    That students ensure their parents/ guardians provide them with a note or phone call explaining absences.

    That students will actively and promptly follow up with their teachers after all absences to ensure they have all the required work to continue successfully in their classes.

    Parent Expectations:

    At Charleville State School we expect;

    That parents/guardians actively support the school in ensuring their child(ren) attend school every day of the year.

    That parents/ guardians provide a note or phone the office if their child(ren) are late for school.

    That parents/ guardians provide a note prior to any planned early departure from scho