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Redcliffe Special School

Responsible Behaviour Plan for Students Based on the Code of School Behaviour

RESPECT SAFETY SUCCESS

1. Purpose

Redcliffe Special School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community.

2. Consultation and data review

Redcliffe Special School developed this plan in collaboration with our school community. Consultation with parents, staff and students was undertaken. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents from 2014 - 2017 also informed the development process.

The Plan was endorsed by the Principal, the President of the P&C/Chair of the School Council and (Regional Executive Director or Executive Director (Schools) in February 2017, and will be reviewed in 2018 as required in legislation.

3. Learning and behaviour statement

We aim to assist students to develop self-management skills and take on the responsibility of their own decisions and choices. With parental and staff involvement, our school hopes to achieve a shared focus on behavioural issues and positive behaviour supports which provide safe, supportive and disciplined learning environments. We recognise in many cases our students’ communication abilities impact upon their behaviour and this is always taken into account Responsible behaviours are those which respect the rights and safety of others (both peers and adults.) Unacceptable behaviours are those that interfere with the rights and safety of others. All areas of Redcliffe Special School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

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Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan shared expectations for student behaviour are plain to everyone, assisting to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process. Our school community has identified the following expectations to teach and promote our high standards of responsible behaviour:

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

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

Our school adopts a holistic approach to promoting learning engagement including: A shared philosophy A shared approach Clearly defined expectations and strategies An emphasis on positive, proactive strategies A strong focus on the wellbeing of all students

These are achieved through:

Open and appropriate lines of communication across the school. (School values are a central part of formal communication.)

Administrative and peer support. Creative and flexible engagement in the school curriculum. Expertise from both within and outside the school. A team approach – focusing on the wellbeing of the students Restorative Practices

As a school we recognise a spread across a wide range of support needs. Our universal approach shapes, supports and recognises appropriate behaviours in all students. Many students will have little or no difficulties. However some of our students may need additional targeted behaviour support and timely intervention on some occasions. For a variety of reasons, a smaller group of students may not respond to these early efforts and may need more intensive behaviour support and/or flexible learning options to assist them to continue their learning.

The following school wide expectations teaching matrix outlines the behaviours expected.

Universal Behaviour Support

Intensive Behaviour Support

Targeted Behaviour Support

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SCHOOL WIDE EXPECTATIONS TEACHING MATRIX

ALL AREAS Learning Environment

Eating times/PLAYGROUND

STAIRWELL AND CORRIDORS

TOILETS Outings Before/AFTER SCHOOL

RE

SP

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Follow directions and rules- LISTEN AND DO STOP LOOK AND LISTEN

Respect others’ personal space and property

Respect others’ needs

Care for equipment

Clean up after yourself

Use polite language

Wait your turn Use good

manners Stay in control Co-operate with

others Be on time Look your best Be honest Wear school

uniform Move around the

school quietly Take care of the

environment

Follow directions and rules

Use a friendly voice and friendly words

Raise your hand to speak

Respect others’ right to learn

Talk in turns Be a good

listener Take care of

property Be patient with

others Be honest Stay in control Ask

permission to leave the classroom

Follow directions and rules

Use a friendly voice and friendly words

Take care of property Be patient with others Play fairly – take turns,

invite others to join in and follow rules

Take care of self and others

Stay in control Be honest Care for the environment

Walk quietly and orderly so that others are not disturbed

Go to the toilet before school/during breaks

One person in each cubicle

Respect privacy of others

Follow directions

Be polite to community members Respect self and others

Wear school uniform

Listen to staff and

follow directions Respect others’

personal space Stay in control Co-operate with

others Use own bike Walk your bike in

school grounds

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SA

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Use equipment appropriately

Keep hands, feet and objects to yourself

Walk Wear appropriate

footwear and uniform

Walk Sit on chairs

properly Enter and exit

room in an orderly manner

Use equipment appropriately

Be in the right place at the right time

Eat before play Wash your hands Participate in school

approved games Wear shoes and socks at

all times Be sun safe; wear an

appropriate hat Play in the correct areas Use equipment correctly Walk on the concrete

Rails are for hands Walk one step at a

time Carry items

correctly Keep passage

ways clear at all times

Wash hands Walk in toilets

Be in the right place

Wear the school hat

Be sun safe

Wait inside the gate in your bus lines until directed by a staff member

Wait your turn Keep your

belongings nearby Hand in mobile

phones and other devices at the start of school

SU

CC

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Set goals Always try your best

Take responsibility for your actions

Be prepared Attempt all tasks Persevere Stay on task

Have a positive attitude

Listen to others Eat healthy food Have fun

Set goals Always try

your best Listen to

others Stay on task Attempt all

tasks Persevere Have a

positive attitude

Be prepared Take

responsibility for your actions

Have fun Help others Take responsibility for

your actions

Always try your best

Try something new

Have your name marked on the bus roll

Leave school promptly

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5. Universal behaviour support

Our whole school behaviour support plan facilitates the development of behaviours which promote learning by providing a safe, supportive and disciplined environment and may involve aspects of the following:

Environmental influences Positive programming Medical / Dietary intervention (where appropriate)

Environmental influences: This involves consideration of the environment/s in which the student is required to function. Changing certain aspects of the environment may be necessary if data suggests intolerance to certain aspects. In the classroom / school environment consider:

Levels of stimulation Furniture and equipment (e.g. workstations) Noise levels Numbers and group dynamics Classroom routine and structure Seating arrangements Communication methods with students

In community environments consider:

Choosing community situations that will enhance appropriate behaviour. Choosing settings in which the students can use functional skills related to Curriculum

programming and individual goals. Plan programs carefully. Some settings that are essential aspects to daily life are very

challenging or stressful to some students due to noise, crowding etc. Provide support in situations that the student/s find challenging. Increase tolerance by

exposing student/s to the situation for brief periods using a scaffolded model with incremental steps to increase tolerance.

Provide additional assistance, visual prompts, verbal cues and sensory strategies e.g. social stories.

Choose community situations that will not act as a trigger for unwanted behaviours. Positive programming: At Redcliffe Special School, quality curriculum and pedagogy are viewed as the cornerstone of positive programming. Teachers provide curriculum programs that are personalised, engaging and meaningful for students and accordingly adjusted to meet student needs. In addition to this, we use the framework of the Essential Skills for Classroom Management (ESCM) as a way to inform positive programming in the classroom environment. Teachers are trained in the ESCM - peer observation and feedback processes are in place to support teachers’ in implementing these strategies.

The 10 Essential Skills for Classroom Management are outlined in the table below

Essential Skill Description

1. Establishing expectations Making rules, displaying rules visually, social stories etc

2. Giving instructions Telling students what to do – clearly, with visual supports, short focused instructions.

3. Waiting and scanning Stopping to assess what is happening

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4. Cueing with parallel acknowledgment

Praising a particular student to prompt others

5. Body language encouraging Smiling, nodding, gesturing and moving near

6. Descriptive encouraging Praise describing behaviour

7. Selective attending Not obviously reacting to some bad behaviour

8. Redirecting to the learning Prompting on-task behaviour

9. Giving a choice Describing the student’s options and likely consequences of their behaviour

10. Following through Doing what you said you would

Medical / Dietary intervention (where appropriate) Medical conditions, poor health or dietary problems may contribute to behavioural challenges. These may include disability specific issues, intolerance to foods and allergies. Maintain detailed records and refer concerns to Integrated Services as well as to parents. Parents and carers are responsible for medical referral but collaboration between medical personnel and school is encouraged and these issues can be addressed during student welfare meetings or as part of the ILP (SCP) process. The Positive Handling Approach outlined above has clear links to Education Queensland’s Learning and Wellbeing Framework which advocates a whole school approach to student wellbeing through 4 key domains:

Learning Environment - The core business of schools is to provide students with a rich learning environment that is open, respectful, caring and safe.

Curriculum and Pedagogy - Quality classroom teaching is recognised as having a profound influence on student learning and wellbeing. Pedagogy that supports student wellbeing is focused on positive relationships and responsiveness to individual needs

Policies and Procedures - Policies and procedures at both a departmental and school level enable schools to make good decisions that optimise wellbeing and positive behaviour support

Partnerships - Productive partnerships expand the knowledge, skills and resources available in schools. Schools expand their capacity to support the wellbeing and positive behaviour of students by nurturing partnerships with and between: - Students - Teachers - Parents and carers - Support staff - Community groups and agencies - Wellbeing Team - Government support services GO - Chaplain support

Redcliffe Special School implements the following proactive and preventative processes and strategies to support student behaviour:

Notices in the school newsletter, and school Facebook page enable parents to be actively and positively involved in school behaviour expectations.

School Behaviour team members’ regular provision of information to staff, including behaviour data and support to others in sharing successful practices.

Individual Behaviour Support Programmes developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings.

Multi-Disciplinary Complex Case Meetings

Development of specific policies to address: - The Use of Personal Technology Devices* at School (Appendix 1) - Procedures for Preventing and Responding to Incidents of Bullying (Appendix 2).

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Supporting Mental Health and Wellbeing at RSS

The World Health Organisation defines mental health as 'a state of wellbeing in which the individual realises his or her own abilities, can cope with normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community'. This definition is reflected in the Department of Education’s Student Learning and Wellbeing Framework, and is consistent with the department's purpose of education as well as our school vision – ‘to achieve quality education and training which delivers opportunities for all students to achieve their potential’. Supporting the mental health and wellbeing of all students at Redcliffe Special School occurs through Positive Behaviour for Learning (PBL), a whole-school framework for identifying, adopting and applying evidence-based practices for building and supporting academic and social success for all students. Our whole school approach incorporates classroom instruction, student engagement in the activities both inside and outside the classroom, and community and parent involvement. A tiered approach considers the needs of all students and provides a continuum of support. Students' support needs may change and they may require different tiered support at different times throughout their schooling.

Tier Some examples of Redcliffe Special School Processes & Supports

1 Student Learning and Wellbeing Framework - Creating safe, supportive and inclusive environments

Wellbeing Team & Behaviour Action Team (PBL Team)

RSS Responsible Behaviour Plan and all inclusions

The RSS Way School Rules

‘The Respect Project – Commit to it’ promoting respectful relationships between staff, students & families

Events celebrating school diversity & culture – Weekly Parade, Yearly Parent Meet and Greet

Promotion of a healthy lifestyle through HPE Program, School Sport, Swimming, Therapy Spaces, extra-curricular activities

Positive behaviours positively acknowledged in meaningful ways through PBL Framework

Restorative Practices

Student and staff wellbeing and safety before, during, and after school is considered and actioned

Different pedagogical approaches and levels of support are offered to cater for varying student needs

Sun Safety Strategy

Guidance Officer Newsletter Articles – Family Support

2 Student Learning and Wellbeing Framework - Building the capability of staff, students and the school community

Speech Language Pathologist, Occupational Therapist & Physiotherapist referrals and support

Individual Behaviour Support Planning informed by range of data – e.g. Functional Behaviour Assessment tool, Communication Matrix, Curriculum Level.

Chaplain and Guidance Officer Referral

RSS Personal Development Program

Explicit teaching of targeted social emotional learning – e.g. Zones of Regulation Program

Differentiated curriculum is provided to meet individual needs of students

Provision of targeted staff training – PBL Coach, Guidance Officer, ESCM Trainers, Team Teach Trainers

Triangulation of Attendance, Behaviour & Curriculum (ABC) data

Wheel of Wellbeing Resources – aligned to DET Staff Wellbeing Framework

Staff Wellbeing Pulse Survey (High Performance Teams Resources) – Staff Wellbeing

Staff professional development opportunities relevant to the social & emotional learning and wellbeing priorities of the school

3 Student Learning and Wellbeing Framework - Developing strong systems for early intervention

Leadership Team and Guidance Officer Weekly Student Support Meetings

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Individualised support & adjustments – informed by full FBA process including observations

Complex Case Management / Stakeholder meetings linking external support services (eg. Child Safety, DSQ, CYMHS, SCAN/ICM)

Building links between external and school specialist supports – OT, PT, SLP

Links with external family support services (e.g. FACC)

Parent support for external referrals (e.g. how to access mental health care plan)

Submission of applications for additional staffing allocation where required

Suicide Postvention Plan in place

Links with Headspace School Support / Mental Health Coach / Senior Guidance Officers

Supporting mental health and wellbeing procedure is referred to by key staff

Restorative practices are used in conjunction with disciplinary measures

Reinforcing expected school behaviour: At Redcliffe Special School, communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are able to give consistent and appropriate acknowledgement and rewards and are entered and tracked in OneSchool. Redcliffe Special School Positive Notice: Blue Tickets: Staff members hand Blue Tickets out each day to students they observe following school rules in both classroom and non-classroom areas. This reinforcement occurs continuously throughout the day. When they ‘catch’ a student following the rules they can choose to give them a Blue Ticket. When students are given a Blue Ticket they drop the card in their team box at the designated collection point in the classroom. Each Friday an allocated class collects the number of Blue Tickets from each class. These contribute towards points for the school houses, Dolphins and Sharks. The points are accumulated and announced on Parade. Fish: Staff can award students a fish for demonstrating positive behaviour. The students name and a brief reason for being awarded a fish is to be written on the card. This is read out at parade each week. Each awarded fish is entered as a positive behaviour on One School. Certificates: Staff reward students on Parade under the Respect, Safety and Success for each guideline for those students who have followed the rule of the week. Celebration Charts:

Are kept in each classroom to track each students’ daily behaviour. To be completed at the end of

the day with the students either as a group or individually.

Congratulations Postcards:

Are sent to students at their home addresses to acknowledge students who have followed the RSS

Way, shown exceptional success, had improved behaviour etc. One student from the class each

week.

Golden Ticket Award: Staff members are asked to nominate any student from their class who always follow the school rules. Staff write these names onto a golden ticket at Parade. The students name goes into a box and gets selected at random. These students are awarded a prize. This reinforces that good behaviour is rewarded.

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Re-directing low-level and infrequent problem behaviour When student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations.

Our preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to act more respectfully, more safely or more successfully. This encourages students to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of our school community. A document has been created by the Behaviour Team that offers guidance on problem behaviours and effective strategies (see below). This document is displayed in every classroom. Also see section 9: Consequences for Unacceptable Behaviour.

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6. Targeted behaviour support

When students are identified through school based behaviour data as needing additional support outside the realms of general classroom management, this is considered to be targeted behaviour support. In many cases, the challenging behaviours of these students many not be immediately regarded as severe, but the frequency of these behaviours may put these students’ learning and social success at risk if not addressed in a timely manner. At this level of intervention, support options may include:

Systematic use of consistent visual supports/ social stories etc to outline expectations

Development of Individual Behaviour Plan which clearly outlines: - targeted behaviours - plan for acknowledging and reinforcing appropriate behaviours - proactive support strategies - plan for correction of inappropriate behaviours - plan for.;/ managing critical incidents (if appropriate)

Referral to Complex Case Team (consists of the Guidance Officer, Deputy Principal, Classroom Teacher and as necessary other support personnel e.g Chaplain, Therapists)

Observations/ Classroom Profiling by ESCM co-ordinator / DP

Referral to Therapists (particularly in the circumstance of communication and sensory needs impacting upon behaviour)

Assistance with positive behaviour support strategies

Counselling/ support from GO

Support provided through additional resourcing (e.g. teacher aides) for specific programs/outings etc. Individual Behaviour Plans need to be developed by the classroom teacher (usually in conjunction with the student’s ICP) with input from a range of stakeholders including parents, and other support people as necessary. Plans should be evaluated and reviewed on a regular basis as required. Individual Behaviour Support Plans accompanied by appropriate risk assessments should be submitted for review and signing by an administrator. It is the responsibility of the classroom teacher to ensure that Admin and other classes have a copy of the plan. Plans should be stored in student folders on P drive and in the student reports section of OneSchool. Current copies should also be made available in the TRS folder.

7. Intensive behaviour support

Redcliffe Special School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours ne’ed comprehensive systems of support. Intensive Behaviour Support can require both Short Term Management and Crisis Management. Additionally, long term management of cases involving intensive behaviour support will involve explicit teaching of replacement and alternative behaviours. If a Behaviour plan is implemented and documented as stated in these guidelines fails to improve behaviour in an agreed period of time the following actions may be considered:

Referral for Complex Case Meeting with the aim of intensive support and management. Parents will be informed and referrals to external support agencies/ liaison with medical personnel may be undertaken as appropriate.

Stakeholder meetings involving external support agencies (e.g. CYMHS, EVOLVE etc)

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Th.;/.;/e plan for support may include involvement in timetabled alternative learning and support programs, intensive training in social skilling and self-management programs, intensive therapeutic support etc.

In some extreme cases, documented modifications to student’s enrolment and attendance may be considered to enable the student to continue to experience success and positive outcomes during a targeted time in the school environment. An essential element of this plan is the provision of alternative educational activities for the student to participate in during times when education is provided in an off-campus model. It is the responsibility of the classroom teacher to provide access to alternative learning experiences and to negotiate with parents/ caregivers how this will be delivered and monitored. Modified Enrolment Plans should be reviewed and modified on a regular basis and must be approved by the principal and with the agreement of parents/carers.

Throughout all phases, support, positive handling will involve risk reduction strategies which include verbal, non-verbal and, where absolutely necessary and as a last resort, physical interventions. As actions taken must always be in the best interests of the students, the focus is on de-escalation by ensuring an environment of security and acceptance, followed by opportunities for recovery and repair. It is essential that adequate data and information is provided to support intervention approaches. Data sources include:

OneSchool reports

Classroom behaviour data sheets

Formal observations by Profiler /DP/Complex Case Team/ other support personnel

MyHR reports The first responsibility for data recording is with the classroom teacher to ensure a comprehensive and detailed approach to informing behavioural interventions.

8. Emergency responses or critical incidents

It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. At Redcliffe Special School staff are internally trained by 4 trainers in Team Teach. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action.

Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy. In the event of critical incidents, crisis management can include:

Employing basic defusing strategies (see page 7 for Guidance on Problem behaviours document and level 1, 2 and 3 responses)

Seek Principal /DP/ GO support

Evacuation of other students and staff

Removal from area

Physical Intervention – prompts, guides and as a last resort and only when absolutely necessary Team Teach approved restraints.

In these situations “Team Teach” diffusion strategies outlined below should be used to manage the situation: .;/;/.;/.;./.;/

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Basic defusing strategies Avoid escalating the problem behaviour e.g. Avoid:

shouting or excessive talking

cornering the student, moving into the student’s space, touching or grabbing the student

sudden responses

sarcasm

becoming defensive,

communicating anger and frustration through body language.

Access to reinforcing factors such as ‘audience’ and the intended target of the behaviour. Maintain calmness, respect and detachment

model the behaviour you want students to adopt

stay calm and controlled, use a serious measured tone

choose your language carefully, use minimal language and keep instructions short and repetitive

/..;/;/..;/.;/;/;/. ;/;/.;/.;/;.//;.;./.;/;./;./avoid humiliating the student

be matter of fact and avoid responding emotionally

Use symbols and gesture where appropriate in place of verbals)

Approach the student in a non-threatening manner

move slowly and deliberately toward the problem situation

speak privately to the student/s where possible

speak calmly and respectfully, minimise body language

keep a reasonable distance,

establish eye level position

be brief, stay with the agenda

acknowledge cooperation

withdraw if the situation escalates

CALM stance

Physical Intervention Staff may make judicious use of physical intervention only if all non-physical interventions have been exhausted and a student is:

physically assaulting another student or staff member

posing an immediate danger to him/herself or to others. Appropriate physical intervention may be used to ensure that Redcliffe Special School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of themselves or of others is threatened and the strategy is used to prevent injury. Physical intervention will be used consistent with the safe handling techniques as described by “Team Teach” training program. As is practically possible:

Other students or staff in the area or at risk should be removed.

School admin should be contacted Physical intervention is not to be used as a response to:

property destruction

school disruption

refusal to comply

verbal threats

leaving a classroom or the school, unless student safety is clearly threatened.

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/; It is important that all staff understand:

physical intervention cannot be used as a form of punishment

physical intervention must not be used when a less severe response can effectively resolve the situation

the underlying function of the behaviour. Any physical intervention made must:

be reasonable in the particular circumstances,

be in proportion to the circumstances of the incident

always be the minimum force needed to achieve the desired result, and

take into account the age, stature, disability, understanding and gender of the student. For further information please see: Safe and Disciplined Schools doc (click link) Restorative Practice Restorative Approaches provides an underpinning ethos and philosophy for making, maintaining and repairing relationships and for fostering a sense of social responsibility and shared accountability. There are many challenges in implementing an organisation or institution-wide approach since the restorative way challenges deeply-held notions about power and control and the urge to make things unpleasant for someone when they have done something wrong or ‘misbehaved’. When harm has been caused by inappropriate, sometimes thoughtless, negative behaviour then all sides need:

a chance to tell their side of the story and feel heard-

to understand better how the situation happened

to understand how it can be avoided another time-

to feel understood by the others involved

to find a way to move on and feel better about themselves If conflicts and challenges are dealt with in a way that get these needs met then those involved can repair the damage done to their connections with the others involved, or even build connections where there were none previously. They feel fairly treated and respected, since they have been trusted to find solutions for themselves and put things right in their own way. Because they have been listened to, people in conflict are more ready to listen to others’ perspectives and emotional responses, and so empathy is developed. This can change the choices made in future situations, as mutual respect and consideration develop. Restorative Practices Questions: Refer to visual support folder

When things go wrong… 1. What happened?

2. What were you thinking of at the time?

3. What have you thought about since?

4. Who has been affected by what you have done? In what way?

5. What do you need to do to make things right? When someone has been harmed… 1. What did you think when you realized what had happened?

2. What impact has this incident had on you and others?

3. What has been the hardest thing for you?

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4. What do you think needs to happen to make things right? At Redcliffe Special School we have found that Restorative Practices has assisted us to develop relationship skills, emotional literacy, health and wellbeing and distributed leadership opportunities. Record keeping Each instance involving all behaviours must be formally documented. The following records must be maintained in any instance where physical intervention was required:

OneSchool Incident Report (with referral to Principal, Deputy Principal, Student Services and Department Leader)

Paper copy of Physical Intervention Report – to be submitted to Principal for signing

Health and Safety Incident Record recorded on MyHR (if required) Further information of dealing with Critical Incidents or Distressing Events can be found in Critical Incident Plan and School Plan for Distressing Events or Circumstances

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9. ‘l;;.s for unacceptable behaviour

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Behaviours ESCM

Team Teach Restorative Actions/

Possible Consequence Staff Action

Swearing Disobedience Off-task behaviour Refusal to

participate Back chatting Other similar

offences

Read body language Read the behaviour Intervene early Communicate – “Talk and

I’ll listen” Use appropriate humour Display calm body

language Talk low and slow and

quietly Offer reassurance –

including positive physical prompts

Assess the situation Parallel

Acknowledgement Redirect to learning

Verbal prompts to encourage acceptable behaviour choices

Model appropriate alternatives

Provide motivation or incentive to cooperate

Redirect to alternative/ more positive activity

If many instances in short period of time a Turnaround card may be issued through discussion with Principal or DP.

Consult with other staff members

Monitor behaviours Reinforce appropriate

behaviour Collect data on behaviour

incidences and frequency informally

Consider referral to Complex Case Team/therapists – OT, Physio, Speech– to asses underlying issues that may be impacting on behaviour

Inform parents as appropriate

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Be

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Insolence Harassment of

others Screaming /

temper tantrum Inappropriate

touching Other similar

behaviours Teasing Bullying

Continue to use low level positive handling techniques

State desired behaviours clearly

Set clear enforceable limits

Offer clear choices give a get out with dignity

Assess the situation and consider making the environment safer and getting help

Guide the elbows toward safety

Time out in designated areas at playtime/ withdrawal time in classroom

Referral of Behaviours to family, Complex Case Team (see appendix 3)

Restorative questions – student to have plan of action for restoration

Allocate a student to a teacher/ staff member for close supervision

Therapy/ sensory supports Issue of Turnaround Card

Address behaviour through teacher intervention in the first instance

Behaviour Incident Report on One School strongly advised

Refer to Complex Case Team (see appendix 3) for propose of consultation with Consult Guidance Officer, DP and other staff or parents

Collect data on behaviour and frequency

Carry out online FBA and use information to create an IBSP.

Document in Individual Behaviour Support Plan for persistent repeated offences

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Biting, hitting, fighting Sexual offences Absconding from the

school grounds Stealing and other

criminal offences Smoking/drugs/alcohol Graffiti and property

damage Threatening

Behaviours (Physical and Verbal)

Inappropriate Mobile phone / electronic device usage (see Attachment 1)

Bullying and Cyber bullying (see Attachment 2)

Other similar behaviours

Continue to use the low and medium level positive handling techniques

Make the environment safer Move furniture, removing

weapon objects Guide assertively –

Supportive hold or positive handling if absolutely necessary

Ensure face, voice and posture are supportive not aggressive

Use help protocol to save face by changing face

Recommendations to be determined through meeting with Admin

Informing relevant others – Complex Case Team (see appendix 3)

Completion of therapy program/intervention

Restitution or repair of damages

Restorative Practices meeting

Removal of privileges eg. to attend community based outings

Alternative learning arrangements

Removal of equipment/ devices (e.g. mobile phones)

Possible Suspension / Exclusion

Miss out on breaks and parent to re-entry meeting

Issue of Turnaround Card

Parents/Guardian informed Develop and Implement

Individual Behaviour Support Plan* and or Risk assessment

Report to Principal/DP Behavioural Incident Report

– One School

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10. Network of student support

Students at Redcliffe Special School are supported through positive reinforcement and a system of universal, targeted and intensive behaviour supports by:

Support is also available through the following government and community agencies: Disability Services Queensland Department of Communities (Child Safety Services)

Child and Youth Mental Health (CYMHS) Police

EVOLVE Local Council

Queensland Health Neighbourhood Centre.

11. Consideration of individual circumstances

To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times. Redcliffe Special School considers the individual circumstances of students when applying support and consequences by:

promoting an environment which is positive and responsive to the diverse needs of all its students

establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code.

recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state

recognising the rights of all students to:

- express opinions in an appropriate manner and at the appropriate time - work and learn in a safe environment regardless of their age, gender, disability, cultural

background or socio-economic situation, and receive adjustments appropriate to their learning and/or impairment needs.

Related legislation

Commonwealth Disability Discrimination Act 1992

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Workplace Health and Safety Act 1995

Workplace Health and Safety Regulation 1997

Right to Information Act 2009

Information Privacy (IP) Act 2009

Parents School Based Police Officer

Teachers/Aides Nursing services

Administration Staff Youth Support Coordinator.

Guidance Officer Advisory Visiting Teachers

Complex Case Team School Chaplain

EQ Therapy Services

Senior Guidance Office

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12. Appropriate Use of Social Media

1. Redcliffe Special School embraces the amazing opportunities that technology and the internet provide to students for learning, being creative and socialising online. Use of online communication and social media sites and apps can provide positive social development experiences through an opportunity to develop friendships and shape identities.

2. When used safely, social media sites and apps such as Facebook, Twitter and Instagram can provide positive opportunities for social learning and development. However, inappropriate, or misguided, use can lead to negative outcomes for the user and others.

3. Redcliffe Special School is committed to promoting the responsible and positive use of social media sites and apps.

4. No student of Redcliffe Special School will face disciplinary action for simply having an account on Facebook or other social media site.

5. As is set out in Appendix 2 “Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying), Harassment or Victimisation”, it is unacceptable for students to bully, harass or victimise another person whether within Redcliffe Special School grounds or while online. Inappropriate online behaviours can have a negative impact on student learning and the good order and management of Redcliffe Special School – whether those behaviours occur during or outside school hours.

6. This policy reflects the importance of students at Redcliffe Special School engaging in appropriate online behaviour.

Role of Social Media

7. The majority of young people use social media sites and apps on a daily basis for school work, entertainment and to keep in contact with friends. Unfortunately, some young people misuse social media technologies and engage in cyberbullying.

8. Social media by its nature will result in the disclosure and sharing of personal information. By signing up for a social media account, users are providing their personal information.

9. Students need to remember that the internet is a free space and many social media sites and apps, like Twitter, have limited restrictions placed upon allowable content and regulated procedures for the removal of concerning posts.

10. Social media sites and apps are designed to share online content widely and rapidly. Once students place information and/or pictures online, they have little to no control over how that content is used.

11. The internet reaches a global audience. Even if students think that comments or photos have been deleted, there can be archived records of the material that will continue to be searchable into the future.

12. Inappropriate online behaviour has the potential to embarrass and affect students, others and the school for years to come.

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Appropriate Use of Social Media

13. Students of Redcliffe Special School are expected to engage in the appropriate use of social media. Specific examples of appropriate use of social media sites and apps include:

Ensuring that personal information, such as full name, address, phone number, school name and location or anyone else’s personal information, is not shared.

Thinking about what they want to say or post, and how it could be interpreted by others, before putting it online. Remember, once content is posted online you lose control over it. Students should not post content online that they would be uncomfortable saying or showing to their parents’ face or shouting in a crowded room.

Remembering that it can be difficult to work out whether messages typed on social media sites and apps are meant to be funny or sarcastic. Tone of voice and context is often lost which can lead to unintended consequences. If students think a message may be misinterpreted, they should be cautious and make the decision not to post it.

Never provoking, or engaging with, another user who is displaying inappropriate or abusive behaviour. There is no need to respond to a cyberbully. Students should report cyberbullying concerns to a teacher and allow the teacher to record and deal with the online concern.

14. If inappropriate online behaviour impacts on the good order and management of Redcliffe Special School, the school may impose disciplinary consequences for that behaviour regardless of whether the behaviour occurs during or outside of school hours.

15. Disciplinary consequences could include suspension and/or exclusion. In serious cases of inappropriate online behaviour, the school may also make a report to the police for further investigation.

16. Redcliffe Special School will not become involved in concerns of cyberbullying or inappropriate online behaviour where the incident in question does not impact upon the good order and management of the school. For example, where cyberbullying occurs between a student of this school and a student of another school outside school hours. Such an incident will be a matter for parents and/or police to resolve.

Laws and Consequences of Inappropriate Online Behaviour and Cyberbullying

17. Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the Criminal Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions applicable to cyberbullying.

18. The Commonwealth Criminal Code outlines a number of criminal offences concerning telecommunications services. The most relevant offence for cyberbullying is “using a carriage service to menace, harass or cause offence to another person”.

19. The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant criminal offences are:

Unlawful stalking

Computer hacking and misuse

Possession of child exploitation material

Involving a child in making child exploitation material

Making child exploitation material

Distribution of child exploitation material

Criminal Defamation 20. There are significant penalties for these offences.

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21. Redcliffe Special School strives to create positive environments for all students at all times of the day, including while online. To help in achieving this goal, Redcliffe Special School expects its students to engage in positive online behaviours.

13. Related policies

SMS-PR-021: Safe, Supportive and Disciplined School Environment CRP-PR-009: Inclusive Education

SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools

SMS-PR-022: Student Dress Code

SMS-PR-012: Student Protection

SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass

GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions

ICT-PR-004: Using the Department's Corporate ICT Network

IFM-PR-010: Managing Electronic Identities and Identity Management

SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

14. Some related resources

Bullying. No Way!

Code of Conduct for School Students Travelling on Buses

15. Endorsement

Principal:

Effective Date:

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Appendix 1

The Use of Personal Technology Devices* at School

This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Certain Personal Technology Devices Banned From School Students must not bring valuable personal technology devices like cameras, digital video cameras to school as there is a risk of damage or theft. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. Personal Technology Device Etiquette Bringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be turned off and handed into the school office. They can be collected at the end of the school day. Assistive Technologies used for communication purposes are exempt. Recording voice and Images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Redcliffe Special School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher. A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy.

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Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1 or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Students involved in:

recording; and/or

disseminating material (through text messaging, display, internet uploading etc); and/or,

knowingly being a subject of a recording Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS. Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office. Assumption of cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments. Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, laptop computers, PDAs, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.

Appendix 2

1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

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Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) Purpose

22. Redcliffe Special School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to:

achieving overall school improvement, including the effectiveness and efficiency of our student support procedures

raising achievement and attendance

promoting equality and diversity and

ensuring the safety and well-being of all members of the school community.

23. There is no place for bullying in Redcliffe Special School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students.

24. Bullying behaviours that will not be tolerated at Redcliffe Special School include name-

calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

25. Bullying may be related to:

race, religion or culture

disability

appearance or health conditions

sexual orientation

sexist or sexual language

young carers or children in care.

26. At Redcliffe Special School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.

Rationale

27. Research indicates that many problem behaviours are peer-maintained. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective response to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.

28. The anti-bullying procedures at Redcliffe Special School are an addition to our already

research-validated support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to.

Prevention

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29. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide universal behaviour support practices will be maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the 3 school rules and have been taught the expected behaviours attached to each rule in all areas of the school

All students have been or are being taught the specific routines in the nonclassroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms

All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the nonclassroom areas of the school

A high level of quality active supervision is a permanent staff routine in the nonclassroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the nonclassroom areas.

30. The student curriculum modules of the anti-bullying process consist of lessons taught by all

teachers in all classrooms to a schoolwide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.

31. An initial introductory lesson is delivered, which teaches the 3-step process to be used by all

students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.

32. The introductory lesson is followed by several shorter lessons, each of which focuses on

one of the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults.

33. Research indicates that a common outcome of anti-bullying programming is an improvement

in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Redcliffe Special School takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

34. Redcliffe Special School uses behavioural data for decision-making. This data is entered

into our database on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.

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Appendix 3

WORKING TOGETHER TO KEEP REDCLIFFE SPECIAL SCHOOL SAFE

We can work together to keep knives out of school. At Redcliffe Special School:

• Every student has the right to feel safe and be safe at school.

• There is no reason for a student to have a knife at school.

• No knives are allowed to be taken to school by students.

• It is against the law for a student to have a knife at school.

• A student that has a knife at school can receive very serious consequences.

What kinds of knife are banned?

You are not allowed to have any type of knife at school including:

• flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly knives, star knives, butter knives, fruit

knives or craft knives

• any item that can be used as a weapon, for example, a chisel.

If you need a knife or tools for school subjects, school staff will provide them and supervise their use.

What will happen if I bring a knife to school?

• If you have a knife at school, the principal may call the police.

• Police can search you and your property at school if they think you have a knife.

• If you have a knife at school, you may be disciplined .

• You may be charged with a criminal offence and face serious consequences if convicted, including a fine or jail.

The points below apply to Education Queensland schools.

• School property such as desks or lockers can be searched if the principal suspects that you have a knife on or in

school property.

• If the principal thinks you have a knife in your bag, the bag can be confiscated until police arrive.

• If you have a knife at school, it can be confiscated by the principal and given to the police.

• You may face serious disciplinary consequences if you bring a knife to school.

How can I help to keep Redcliffe Special School safe?

• Make sure you know the laws and rules about knives.

• Ask your parents not to put knives or knife tools in your lunch box, pencil case or craft kit.

• Contact your teacher if you are being bullied or threatened at school.

• Immediately tell a teacher or adult if you think someone has a knife at school, or if they say they will bring a knife to

school.

• Immediately tell a teacher if a student is threatening anyone with an object that could injure them.

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Appendix 4

Complex Case Management Process

Student Name:

Referring Teacher:

Class:

D.O.B:

EQ.ID:

Date:

Parent Notification: NO E.S.L: NO Aboriginal: YES Torres Strait Is. NO

Year started at Redcliffe Special School: Previous School/s:

I have checked OneSchool ‘Records of Contact’ for any previous referrals regarding this student: YES Have you had a discussion with deputy prior to referral: YES

Action Expectation

What action do you feel would be beneficial to this student?

Other Supporting Detail NOTE: include any other data, correspondence, comments or observations relevant to referral

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Nature of Referral:

Curriculum ☐ Communication/ ☐

Learning Environment Behaviour ☐ Health & Safety ☐

Curriculum Communication / Learning Environment

Reading ☐

Mathematics ☐

Expressive Language ☐

Conversation skills ☐

Writing ☐

Global Underachievement ☐

Receptive Language ☐

Use of pragmatics ☐

Spelling ☐

Starting tasks ☐

Following instruction ☐

Comprehension of info ☐

Spoken tasks ☐

Completing tasks ☐

Organisation ☐

Interpreting body cues/lang. ☐

Memory (short/long) ☐

Focus on tasks ☐

Self-direction ☐

Class transitions/routines ☐

Work independently ☐

Motivation/attitude ☐

Concentration ☐

Excessive noise ☐

Interaction/participation ☐

Recall information ☐

Specialist lessons ☐

Conversation Skills ☐

Select information ☐

Plan information ☐

Sensory Input ☐

Behaviour Social / Emotional / Health and Safety

Non-compliance ☐ Attendance

☐ Safety ☐

School Refusal ☐

Defiance of Authority ☐

Social skills ☐

Health condition ☐

New environments ☐

Peer relationships ☐

Aggression ☐

Self-care ☐

Dietary requirements ☐

Attention Seeking ☐ Impulsiveness ☐

Hygiene routine/s ☐

Vision ☐

Withdrawals ☐ Behaviour referrals ☐

Crisis / Trauma ☐

Hearing ☐

Follow social rules ☐

Share/ turn taking ☐

Family Issues ☐

Motor Skills ☐

Problem solving ☐

Maturity ☐

Self-esteem ☐ Self-Control ☐

Emotional wellbeing ☐

Bullying ☐

Mental Health ☐

Summarise Concerns and Strength Areas:

Class Teacher’s Record of Intervention

Date Action Who Signature Outcome

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Appendix 5

Debriefing Process

The goals of debriefing are to:

Minimise the negative effects of a distressing situation

Address organisational problems and make appropriate changes Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes). Debriefing should provide information on:

Who was involved

What happened

Where it happened

Why it happened

What we learned The specific questions we want to answer through the debriefing process are:

FACTS: what do we know happened?

FEELINGS: how do you feel about the event that happened?

PLANNING: what can/should we do next? Questions for staff

What were the first signs?

What de-escalation techniques were used?

What worked and what did not?

What would you do differently next time?

How can physical intervention be avoided in this situation in the future?

What emotional impact does using physical intervention have on you?

What was you emotional state at the time of the escalation? Questions for student

What was it that you needed?

What upset you most?

What did we do that was helpful?

What did we do that got it that way?

What can we do better next time?

Is there anything that you would do differently?

Would you do something differently next time?

What could we have done to make the physical intervention less invasive? For students who have language or communication difficulties the debriefing process will need to modified to accommodate their specific receptive and expressive needs.