JINIBARA STATE SCHOOL Responsible Behaviour Plan …€¦ · Responsible Behaviour Plan for...

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2017

JINIBARA STATE SCHOOL Responsible Behaviour Plan

for Students

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Jinibara State School

Responsible Behaviour Plan for Students based on The Code of School Behaviour 1. Purpose Jinibara State 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 This plan was reviewed in consultation with the teaching staff, administration team, P&C and wider school community in November 2015. A review of school data relating to attendance, school disciplinary absences and behaviour incidents also informed the development process. The Plan was endorsed by the Principal and presented for endorsement at the first P&C this year. A review will be conducted at the end of the year.

3. Learning and behaviour statement All areas of Jinibara State 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. Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours and preventing or responding to inappropriate or unacceptable behaviours. Through our school plan shared expectations for student behaviour are plain to everyone, assisting Jinibara State School 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. We believe:

Our whole school approach to behaviour and learning provides consistency, clear expectations and predictable consequences for students and parents.

Expected student behaviour is explicitly taught.

High expectations are maintained.

Students learn to the best of their ability when supported, accepted, challenged and engaged.

Our school community has identified the following school rules to teach and promote our high standards of responsible behaviour:

I am Respectful

I am Responsible

I am Safe

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I am Respectful ….because I treat all members of the community with courtesy and kindness.

….because I support opportunities for every member of the community to succeed in a fair and equitable environment.

….because I am tolerant and considerate of others, caring for their rights and treating them with dignity.

….because I respect others’ personal space and property.

….because I care for community property, and the environment.

I am Responsible ….because others can depend on me and I am accountable for

what I do.

….because I accept the consequences of my actions and try my best, not giving up or being distracted.

….because my efforts are characterised by optimism, self-control, persistence and achievement.

I am Safe ….because I work with others to solve problems and follow school rules.

….because I make choices that ensure my personal safety and the safety of others.

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.

4. Processes for facilitating standards of positive behaviour and

responding to unacceptable behaviour

Universal behaviour support The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Jinibara State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and to provide a framework for responding to unacceptable behaviour. Behaviour expectations will be consistently shared and explicitly taught through a range of forums including parades, daily debriefing sessions and individual classroom programs and routines. Jinibara State School Behaviour expectations are aligned to the three school rules – I am Respectful, I am Responsible, and I am Safe. (Refer to Appendix 1). Jinibara State School implements the following proactive and preventative processes and strategies to support student behaviour:

A dedicated section of the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations.

The School Leadership Team communicates information to staff and parents, and support others in sharing successful practices

Comprehensive induction programs in the Jinibara State School Responsible Behaviour Plan for Students are delivered to new students as well as new and relief staff.

Individual support profiles are 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.

Specific policies are enacted to address: o The Use of Personal Technology Devices at School (Refer to Appendix 4)

o Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) (Refer to Appendix 5)

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Reinforcing expected school behaviour

At Jinibara State School, communication of our key messages about behaviour is backed up through reinforcement, which provides students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed. This reinforcement system is designed to increase the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.

Debriefing

Is at the end of each break in the year level assembly area and is run by the teachers.

Includes explicit messages about the weekly behaviour focus (Appendixes 1, 2 and 13).

Includes weekly presentations of positive recognition certificates.

Provides a forum to identify and discuss playground issues.

Includes specific teaching of strategies to resolve playground issues (e.g. high 5).

Fabulous Finch Awards

Fabulous Finch tickets are handed out to students who demonstrate the school rules.

Students write their name on the back and place them in the class Fabulous Finch Box.

Each fortnight, (usually on Debrief), a draw is conducted to select 2 from each class.

The winning students are presented with a Fabulous Finch badge to wear for the week.

Badges are traded in at the office for a tuckshop voucher at the end of the week.

Assemblies – 3 assemblies each term, with the first assembly (Set-the-Scene Parade) conducted by Administration, then the next two (Sharing Parades) focusing on Year Level performances or presentations, and conducted by the School Captains. Separate assemblies are held for Yr 3 to 6 on Wednesday and Yrs 1 & 2 on Friday. Prep classes join the Yrs 1 & 2 assemblies in Semester 2

They include specific messages by Senior Administration to students that address SCHOOL RULES, COURTEOUS, ACTIVE PARTICIPATION and REGULAR ATTENDANCE.

They celebrate the achievements, efforts and successes of students.

Parents are invited to attend.

Sharing Parades include an announcement of GREEN PATH CHAMPION HOUSE and GREEN PATH YEAR LEVEL CHAMPIONS for the previous 5 week period.

Student Behaviour as part of Parent-Teacher interviews in terms 1 and 3

At the end of each semester (June and December) teachers issue a written report on the achievement of each student in that semester. These Student Reports include a section to provide a rating and a comment for behaviour. At Jinibara School, mid semester parent interviews are conducted at the end of term 1 and term 3 that includes an indication of behaviour for each student. The intention is to provide parents with timely advice in the event that there has been a decline in recent behaviour by a student.

End of Year Medallion/Ribbon/Certificate

All students who attend Jinibara School full time on the majority of the school days each year become eligible for a presentation at the end of the year to recognise their behaviour throughout the year, provided their overall behaviour has been satisfactory or better than satisfactory. A student rated at a ‘C’ is considered to have displayed satisfactory behaviour. The criteria to arrive at each student’s rating for behaviour are set out in Appendix 11 of this document.

Students who are rated at an ‘A’ for behaviour receive a Gold award for Excellent Behaviour. For students in Prep to Year 4, this award takes the form of a gold ribbon and an accompanying certificate. For students in years 5 and 6, the award is in the form of a gold medallion with an accompanying certificate.

Students who are rated at a ‘B’ for behaviour receive a Silver award for Good Behaviour. For students in Prep to Year 4, this award takes the form of a silver ribbon and an accompanying certificate. For students in years 5 and 6, the award is in the form of a silver medallion with an accompanying certificate.

Students who are rated at a ‘C’ for behaviour receive a bronze certificate for satisfactory behaviour.

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Student Understanding of Appropriate, Acceptable Inappropriate and Unacceptable

Appropriate or Acceptable Behaviour is specifically identified under various school settings for each of the three School Rules, collectively identified as GREEN PATH BEHAVIOUR (see Appendix 1). They are explicitly taught for all year levels as set in the year overview (see Appendix 13). Teachers’ strategies to support Green Path behaviours by students are included below.

Green Path Proactive Strategies to Support or Modify Student Behaviour

Students consistently demonstrate Courteous, Active Participation as they follow the school rules and consistently demonstrate: I am Respectful I am Responsible I am Safe

Classroom

incorporate explicit teaching of rules and expected behaviour.

adopt the school-wide language in all discussions about student behaviour.

use the essential skills for classroom management - Establishing expectations - Giving clear instructions - Waiting and scanning - Cueing with parallel acknowledgement - Body language encouraging - Descriptive encouraging - Selective attending - Redirecting to the learning - Giving a choice - Following through

Class program differentiation resources, teaching strategies, time and feedback

practise consistent structures, routines and procedures, to include DoD recognition (Yrs 1 to 6).

recognise and reward Courteous, Active Participation by individuals and groups.

regularly enter Positive Behaviour and Behaviour Incidents on OneSchool

to provide a true representation of each student’s behaviour.

promote regular Parent/Teacher communication beyond end-of-term reporting.

promote the ‘High 5’ Strategy (Appendix 8).

support student use of Problem Solving Model ‘Stop, Think, Do’ (Appendix 9).

explicitly refer to the displayed Classroom Management Plan in managing

student behaviour (Appendix 10A for Prep; 10B for Yrs 1 to 6).

Whole School

explicitly teach expected behaviours (Appendix 1 and 2).

ensure a consistent process and language is used across the school (Red Path; Green Path; Courteous, Active Participation).

recognize positive behaviour through weekly WoW recognition and the fortnightly Fabulous Finch awards.

provide data to identify the GREEN PATH champion house and year level & school GREEN PATH Champions every 5 weeks.

identify annual behaviour medallion / ribbon / certificate recipients.

Inappropriate or Unacceptable Behaviour, collectively identified as RED PATH BEHAVIOUR, (categorised as Minor or Major) is specifically identified on pages 10 and 11.

In the classroom setting, it is usually in the areas of Class tasks, and Directions and Instructions, The CMP sets the process to be followed in responding to the specific instance of classroom behaviour involving non-participation or discourtesy. This process is outlined in the 12 step process below, with the classroom teacher having management responsibilities for steps 1 to 8. Major or Severe Unacceptable behaviour is to bereferred directly to the Deputy Principal (Appendix 6)

The following strategies are to support a student regularly displaying a pattern of unacceptable behaviour.

Red Path Strategies in response to a student’s pattern of inappropriate or

unacceptable Behaviour

A student on Red Path is not following the school rules

I am Respectful

I am Responsible

I am Safe

Communication with parents

Gather and monitor data

Re-teach expected behaviours

Deputy Principal Support

Guidance Officer Support

Referral to Student Needs Committee

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Targeted behaviour support

Each year a small number of students at Jinibara State School are identified through our data as requiring additional targeted behavioural support. In most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put the students’ learning and social success at risk if not addressed in a timely manner. The following links directly to the CMP process as represented in the charts provided to each classroom at the start of the year. Prep classrooms establish processes to move towards this representation in Semester 2, while all classes from year 1 to 6 are to consistently, persistently apply these steps except where an Individual Behaviour Support Plan requires some variation.

Jinibara State School Classroom Management Process

Awareness Respond to low level inappropriate behaviour by:

proximity, walking around the room, moving around the duty area

ignoring inappropriate behaviour where possible giving clear directions reinforcing positive behaviour using non-verbal messages to alert or cue the student

RED PATH PLAN

Steps 1 & 2 Two Verbal Warnings (referred to as First Warning and Second Warning) Teacher will provide clear verbal warnings which may include simple/clear instructions, redirection, restate the rule.

Step 3 Time Out Zone (referred to as the Classroom Timeout Area)

The teacher has a pre-identified area that is designated the Time Out zone. Keys to Timeout:

10 minutes maximum – timed. (…shorter if another student is required to use it).

One classroom timeout per session – if a student gets to a 2nd timeout in the same session, the student is to be directed to go to Buddy Class.

Re-entry conversation should be short and focused on Active, Courteous engagement, rather than the recent inappropriate behaviour.

Step 4 Buddy Class A student reaching this step should be sent to a buddy class for up to 20 minutes, using the EXIT FORM FOR BUDDY CLASS TEACHER (Appendix 6) to attend to a paper and pencil task that the student could easily complete independently. Record on One School, no further action required.

Step 5 Re-entry/Debrief When the student returns from the Buddy Class the interaction by the teacher with the student is for the purpose of supporting the student in re-engaging with the current classroom program of activity.

Step 6 Parent Contacted Initial contact made by class teacher to discuss student’s inappropriate behaviour choices. It is often helpful to have some positive news to also share in this conversation.

Step 7* Teacher/Student Plan of Action This may include strategies for dealing with behaviour, reinforcement of positive behaviour, and/or a behaviour chart or communication book.

Step 8* Office Ongoing behaviour is reported on One School and referred to Deputy Principal for further action using the EXIT TO DEPUTY PRINCIPAL f (Appendix 6). This action may include contact with parents, time out in office, or the formation of an Individual Behaviour Support Plan (IBSP) developed with all stakeholders.

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Step 9* Suspension Procedures The Principal will determine whether further action is required and may result in suspension. This is implemented in line with the Education Queensland policy SM-16 Student Disciplinary Absences.

Step 10* Re-Entry Procedures

Re-entry after an external suspension will include a meeting with the Deputy Principal, teacher, parent and student. An action plan will be created to improve successful return to classroom and/or playground. This plan may include proactive lunch activities (supported play, library activities, Lego Club) or time in a chill out room.

Step 11* Monitor and Review

Monitoring and follow-up of the formal Individual Behaviour Management Plan may involve a series of case conferences with staff members, parents/caregivers, the classroom teacher, specialist personnel and external support agencies, as necessary.

* Concurrent with Steps 7 to 11 Student Needs Committee

Ongoing behaviour should be referred to the Student Needs Committee. Further action will be decided by the committee and may include referral to the Guidance Officer, Dakabin PLC, or recommendations for families to access outside agencies.

Step 12 Proposal for Exclusion

This is implemented in line with the Education Queensland policy SM-16 Student Disciplinary Absences.

The following strategies are used to provide targeted support to students. Students placed by Senior Administration into Supported Play attend their normal scheduled classes and activities with appropriate adjustments if required. They are withdrawn, however, from their normal playground and placed into a dedicated playground to receive targeted intervention, positive contact with adults and other students, additional support using check in/check out and increased opportunities to receive positive reinforcement. Where required, adjustments are made to the program through adult mentoring or intensive social skills training. Students attend Supported Play for a limited period of time with the aim to return to the playground through an organised check out process. Students placed into Recess Withdrawal (more commonly referred to as Recess) attend their scheduled class and activities with appropriate adjustments if required. They are withdrawn, however, from the playground to a quiet space where they have the opportunity to reflect on their behaviour using a reflection sheet and discuss their reflection with a teacher. The majority of students attending recess re-join their year level cohort for the eating time. A variation may be that the student has his/her eating time in the DPs Ofice. Other targeted strategies include:

Lego Club

Junior Choir

Senior Choir

Craft Activities with Chaplain Rebecca

Senior Games

Sports Competitions (e.g. Basketball Competitions)

Bucket Books

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Intensive behaviour support Intensive individualised intervention and adjustments are made for students who require extensive support with behaviour. Students who require this support will have an Individual Behaviour Support Plan which is created in consultation with the class teacher, deputy principal and parent/caregiver. In many cases, an IBSP will include strategies which require modification of the CMP for that particular student. Intervention and adjustments may include:

Replacement classroom activities

Choice (Alternate) classroom activities

Dakabin PLC

MYCP

Suspension (re-entry procedure)

Anger Management (Bursting Bubbles)

Caboolture Early Years Centre

Supported Play

Support from external agencies

Power Play Program

School Chaplain

Guidance Officer Support

Reference to school based data – One School

Physical intervention administered as outlined in Critical Intervention

5. 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. 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. Basic defusing strategies Avoid escalating the problem behaviour

(Avoid shouting, 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).

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, avoid humiliating the student, be matter of fact and avoid responding emotionally).

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).

Follow through

(If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).

Debrief

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(Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations).

Physical Intervention Staff may make legitimate use of physical intervention 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 Jinibara State 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 others is threatened and the strategy is used to prevent injury. Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. 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. 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 at risk. 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.

Record keeping Each instance involving the use of physical intervention must be formally documented on One School and on the incident report template (See Appendix 11)

6. Consequences for unacceptable behaviour Jinibara State School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. Problem behaviour is recorded in One School as minor or major behaviours with all major behaviours referred to the student’s class teacher and the Deputy Principal – Management. The recording of ongoing minor behaviours may constitute a major behaviour.

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Categorising Unacceptable Behaviours as Major or Minor for the Purpose of Identifying Responsibilities and Processes for Administering Consequences for Behaviour

Area Minor Major

Movement and Play

Running on hard surfaces or soft fall areas.

Out of bounds (but otherwise acting appropriately).

Not walking a bike or scooter between the gate and the bike rack.

Sliding down rails or jumping stairs / bench seats.

Standing on seats / benches / chairs / tables. (outdoors)

Climbing on fences or over the top rail of play equipment.

Climbing trees / hanging from walkway beams

Playing British Bulldog or Brandy or similar grab/hit games.

Piggybacking or unsupervised gymnastic activities

Using equipment incorrectly.

Playing in the toilets.

Out of bounds and failing to follow a direction to return.

Leaving the school grounds without permission.

Truancy.

Using a bike, scooter etc. on the school grounds on a school day between 8:00 and 3:30.

Being on the school grounds before 8:00 am or after 3:30pm. or at any time on weekends or holidays without permission.

Throwing objects in a dangerous or aggressive manner.

Possession of a knife or other weapon.

Using an object as a weapon.

Engaging in sexually suggestive activity.

Physical contact

Pushing and/ or shoving without intent to harm.

Play-fighting.

Isolated threat to harm someone.

Deliberate or sustained physical aggression.

Repeated physical aggression

Fighting.

Sustained or repeated threats to harm someone.

Aggressive Kicking / Hitting / Biting / Spitting.

Deliberate contact on or near private areas.

“Dacking” or similar acts to embarrass.

Kissing or similar passionate acts.

Correct Attire

Occasional, isolated variation to the school uniform.

In the playground without a hat.

Taking shoes off (unless instructed to do so)

Repeated failure to wear the correct school uniform.

Defacing the school uniform.

Class tasks

Tardy in joining the class lines after breaks.

Required tasks that are at an appropriate level are not reasonably undertaken.

Tardy to engage in tasks / learning.

Lack of care with pad work.

Leaving class without permission (out of sight).

Disrupting others’ learning (through sustained noise / movement / interfering with others’ possessions or class equipment).

Repeated refusal to engage in tasks / learning.

Deliberate tagging or cartooning of schoolwork pad(s).

Directions and

instructions

Passive refusal to cooperate with adult direction.

Minimal cooperation with adult direction.

Unco-operative behaviour.

Slightly delayed compliance with adult direction.

Aggressively defiant refusal to cooperate with adult direction.

Repeated refusal to cooperate with adult direction.

Significantly delayed compliance with adult direction.

Rubbish Littering.

Careless disposal of rubbish or unwanted food.

Upturning bins.

Throwing food at others

Communication and

Technology Devices

Having a communication device turned on, or displaying or handling a mobile phone or communication device, voice recording device or image recording device in a manner that would provide easy opportunity for its use.

Unauthorised use of computers or access to the internet.

Using a mobile phone or communication device or an image recording device; or use of a voice recording device for emailing, texting recording or filming purposes without authorisation when involved in a school related activity.

Harassment through texting that would constitute bullying.

Harassment through email or similar communication (social networking etc.) that would constitute bullying.

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Unauthorised, inappropriate use of computers or access to the internet.

Language

Spontaneous inappropriate language.

Calling out.

Spontaneous disrespectful tone.

Low level threats or verbal aggression.

Reported inappropriate comments about someone.

Intentional or sustained inappropriate language (racial, sexual or intimidating) directed at another person.

Intentional, sustained aggressive or threatening language.

Verbal abuse directed at someone.

Property And

Facilities

Lack of care for personal equipment.

Lack of care for others’ equipment / school equipment.

Lack of care for the environment.

Sharing food / seeking to share another’s food.

Being in possession of another’s property.

Wilful damage to personal, student, staff or school equipment.

Attempting to deface or vandalise property or facilities.

Taking food or equipment away from others.

Stealing or theft.

Possession or selling of drugs or alcohol

Social Interactions

Not playing fairly.

Disruption to class that is not sustained.

Defiance that is not sustained.

Harassment that may constitute bullying.

Harassment, including exclusion or intimidation that would constitute bullying.

Repeated or sustained disruption to class.

Disrespect towards adults.

Repeated or sustained defiance.

Responsibilities in responding to Minor and Major behaviours

When responding to unacceptable behaviour, the staff member firstly determines whether the behaviour is major or minor.

For Minor unacceptable behaviour, a responding staff member would clarify the

actions of the student(s) who were apparently involved, identifying the minor inappropriate behaviour of each student, and undertaking an appropriate response to each, setting consequences as warranted.

For Major unacceptable behaviour, the staff member would take only the action

necessary to support the immediate safety and welfare of affected students, and then refer

the matter to the Principal, Deputy Principal or HoSES.

Consequences for Minor Unacceptable Playground Behaviour are managed by

the staff member on duty. Most commonly, this would be for 10 minutes of “time out” – either sitting in a particular place of the duty area, or by accompanying the Duty Staff as he/she moves about the area. On occasions, the Duty Staff Member may direct a student displaying Minor Unacceptable Playground Behaviour to the COOL OFF ZONE (Bench Seats outside the Administration Block). This would occur on occasions where, in the opinion of the Duty Staff, it would be appropriate to separate the student from the current setting (similar to Buddy Class) because of the regularity of the Minor Unacceptable Behaviour the student has recently displayed, or because of perceived tension between peers.

Teacher Aide Support for managing Unacceptable Playground Behaviour

Teacher Aides on Playground Duty are supported in reporting Major Unacceptable behaviour and managing Minor Unacceptable behaviour that may require teacher support

or follow-up through use of the Playground Behaviour Report form (Appendix 14).

A student directed to the COOL OFF ZONE is under the observation of Office staff, and will immediately be brought to the attention of Deputy Principal for inappropriate behaviour. Cool Off should be completed in 10 minutes.

The management of Minor Unacceptable Classroom Behaviour is explicitly

identified in the CLASSROOM MANAGEMENT PLAN (CMP). Teachers administer consequences for unacceptable behaviour(s) that remain within their responsibility on the CMP (those areas below OFFICE on the Red Path). Consequences should be consistent, and have some relationship to the unacceptable behaviour. For Minor unacceptable behaviour in the area of CLASS TASKS, examples include:

Individual student(s) remains (supervised) for up to 10 minutes following the bell to be dismissed for a break,

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as above, but for x minutes engaged in the task or a parallel task, (up to 10 minutes). In the area of DIRECTIONS & INSTRUCTIONS, examples include:

Set individual student(s) a task such as collecting litter for up to 10 minutes of their play time.

In the area of SOCIAL INTERACTIONS, examples include:

Teachers require students to accompany them on Playground Duty for up to 10 minutes of their play time.

Teachers may require students to attend a recess withdrawal.

Recess Required by a Teacher

In managing a student’s minor unacceptable behaviour, a teacher may consider the most appropriate consequence is a recess. On every occasion that a teacher sets a recess, a RECORD INCIDENT report is completed under BEHAVIOUR SUPPORT on ONESCHOOL, with the report referred to Deputy Principal - Management.

Elevating Minor Unacceptable Behaviour due to sustained refusal to engage in consequence

For Minor Unacceptable Playground Behaviour and Minor Unacceptable Classroom Behaviour, in the event that a student chooses not to cooperate in reasonably completing a simple consequence set by the Duty Staff or Classroom Teacher, the child should be advised that continuing non-compliance would result in a report to the Deputy Principal / HoSES. Following a reasonable take-up time, continued non-cooperation will result in the event being managed as a Major Unacceptable Behaviour – MAJOR DEFIANCE (see below).

Major Unacceptable Behaviour

Consequences for Major Unacceptable Behaviour are managed by the Principal, Deputy Principal or HoSES. A staff member teaching or supervising a student or students when a Major Unacceptable Behaviour is displayed manages the immediate welfare of all while

completing EXIT REPORT Deputy Principal (Appendix 6). The situation may warrant

assistance from the Deputy Principal or HoSES in this immediate welfare management process, and a phone call or message to Office for this assistance is appropriate. The situation could also be appropriately managed by directing the student(s) to the office. Consequences aligned to the seriousness of Major Unacceptable Behaviour are:

1. Single Day First Break Recess

2. Single Day Exclusion from Play (1st and 2nd break recess)

3. Multiple Day Exclusion from Play

4. Suspension of between 1 and 10 Days (in consultation with the Principal)

5. Suspension of between 11 and 20 Days (managed by the Principal)

6. Suspension with the Proposal to Exclude (managed by the Principal)

7. Suspension with the Recommendation to Exclude (managed by the Assistant Regional Director)

Consequence 1, 2 or 3 are more commonly set in situations where the behaviour is found to be Major, but the student’s recent behaviour data suggests the student’s behaviour is usually more acceptable than this. Exceptions to this practice, where consequence 4, 5, or 6 are applied without consideration given to recent behaviour data occur for:

Possession or selling of drugs.

Possession of a knife or other weapon (see Parent Information Statement Appendix 7).

Using an object as a weapon.

Aggressively defiant refusal to cooperate with adult direction.

Major harassment, including exclusion and intimidation that would constitute bullying.

Intentional, sustained aggressive or threatening language.

Leaving the school grounds without permission.

Use of a mobile phone or communication device, use of an image recording device, or use of a voice recording device for emailing, texting recording or filming purposes without authorisation.

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Harassment through texting that would constitute bullying.

Harassment through email or similar communication (social networking etc.) that would constitute bullying.

Unauthorised, inappropriate use of computers or access to the internet.

Stealing or theft.

Intentional or sustained inappropriate language (racial, sexual or other) directed at another person.

Behaviour outside the school that affects the good order and management of Jinibara School.

Behaviour outside the school that compromises the good standing of Jinibara School held by the community.

Consequences 4, 5 and 6 are more commonly set by the Principal in situations where the behaviour is found to be Major, and the student’s recent behaviour data suggests the student’s behaviour includes instances of similar Major unacceptable behaviour.

Ensuring consistent responses to unacceptable behaviour

At Jinibara State School we have a consistent process used to manage inappropriate or unacceptable behaviour. Staff members authorised to issue consequences for unacceptable behaviour are provided with appropriate professional development and training to ensure consistent responses to unacceptable behaviour across the school.

Students also receive training about how to respond when other students display problem behaviour, (see High 5 – Appendix 8) and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour.

CybeBullying Cyber bullying is a contemporary phenomenon that can have serious repercussions for school-aged young people.

Cyber bullying is when one person is targeted by another through the use of digital technology, mobile communication devices or through the internet. This can involve students using (for example) websites, blogs, mobile phones, chat rooms, email or SMS to send messages or images intending to threaten, harass or humiliate their peers.

Cyber bullying usually involves systematic communication over a period of time but can involve a one-off communication such as a message containing an indication of serious intended harm or humiliation. As the bullying action is delivered via the written word or through images, the target can read or view (and therefore be affected by) the same action repeatedly over time.

Consequences for cyber bullying will be determined according to individual circumstances and actions of students and the needs and rights of the school community. Off-campus incidents of cyber bullying may be addressed by the school, if they impact on a student (in their role as a student) or if they adversely affect the safety and/or wellbeing of a student whilst they are at school. Proactive, educative and restorative approaches to minimise the incidence and impact of cyber bullying are used mostly, certain types of behaviour are unacceptable and responses can include the most stringent step of exclusion. This consequence would only be used after consideration has been given to all other responses and the unique circumstances of the situation have been considered. It is important to remember that the Student Protection Policy SMS-PR-012 requires schools to report student harm caused by the actions of another student, including criminal offences, directly to the Queensland Police Service.

http://iwww.qed.qld.gov.au/strategic/eppr/students/smspr012/

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7. Network of student support Students at Jinibara State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by:

Parents

Teachers

Teacher Aides

Administration Staff

Guidance Officer

Advisory Visiting Teachers

Senior Guidance Officer

School Chaplain

School Based Police Officer (Adopt a Cop)

Indigenous Liaison Officer.

Support is also available through the following government and community agencies:

Disability Services Queensland

Child and Youth Mental Health

Caboolture Early Years Centre

Queensland Health

Department of Communities (Child Safety Services)

Police

Local Council

RAI Service

Social Worker.

8. 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. Jinibara State School considers the individual circumstances of students when applying support and consequences by:

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

establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent

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

recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender,

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

9. 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

15

10. Related policies

Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Police Interviews and Police Searches at State Educational Institutions

Acceptable Use of the Department's Information, Communication and technology (ICT) Network and Systems

Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

Temporary Removal of Student Property by School Staff

11. Endorsement

Principal Chair, School Council Date effective: from 1 January 2017 to 31 December 2017


http://iwww.qed.qld.gov.au/strategic/eppr/curriculum/crppr009/




http://iwww.qed.qld.gov.au/strategic/eppr/schools/scmpr006/

http://iwww.qed.qld.gov.au/strategic/eppr/government/gvrpr001/

http://iwww.qed.qld.gov.au/strategic/eppr/ict/ictpr004

http://iwww.qed.qld.gov.au/strategic/eppr/ict/ictpr004

http://iwww.qed.qld.gov.au/strategic/eppr/information/ifmpr010



16

APPENDIX 1

Jinibara State School GREEN PATH Behaviour Matrix 2016 Responsible Behaviour Plan for Students Term and Week for focused teaching

School Rules Whole School Classroom/Library/

Computer Lab

Cyber Safety Eating Areas/ Play

Areas/ Oval

Transitioning/ Lining

Up/ Tuckshop

Toilets Off Site (Sports/

Excursions/ Camps

Arriving at or

Leaving School

I am

Respectful

...when I….

treat others the way I want to be treated

wear my school uniform. This includes only wearing sleepers or studs and a watch as jewellery

am considerate of others.

demonstrate appropriate behaviour at special events and parades.

...when I….

follow directions.

use Jinibara Courtesies.

put my hand up to speak.

use equipment or property in the correct way.

...when I….

am considerate and treat others the way I want to be treated.

always have a person’s permission before forwarding on their messages or photos.

...when I….

take care of play equipment and our environment.

put my hand up to speak if I need to go to the toilet or to put rubbish in the bin.

share school gear.

use a quiet voice to speak to my friends.

invite others to join in.

...when I….

walk quietly past other classes.

listen to all the instructions.

wait patiently.

move promptly to get to line.

...when I….

respect the privacy of others.

understand that toilet play is not ok.

treat facilities with care.

...when I….

accept the teachers’ and referees’ decisions.

am a good sport and encourage all players and teams.

treat members of the public, parents and volunteers courteously.

...when I

wait until the Crossing Supervisor says it is safe to cross at the crossing.

use my Jinibara Courtesies when I speak to parents.

I am

Responsible ...when I….

encourage, include and support others.

make ‘Green Path’ choices at all times.

stay seated before school in my year level area.

bring a mobile phone to school only when necessary and always have it turned off and out of sight when I am on the school grounds or at a school event.

...when I….

am organised to go to PE/ Music/ LOTE/ Library.

attempt all tasks and try my best.

manage my homework.

am in the right place at the right time.

go to the toilet and get a drink during the breaks.

am prepared to start straight away.

...when I….

only access appropriate sites and always observe rules for online activities.

immediately report any incidences of cyber bullying to an adult.

make a choice to block any person who is communicating inappropriately and not to respond to their message(s).

...when I….

hand in ‘found property’ and show that I am honest.

keep my area tidy.

take care of school equipment and my belongings.

eat during the eating time.

use fruit break as a five minute top up.

...when I….

move quietly around the school.

am on time.

complete school tasks promptly e.g. tuckshop monitor, delivering messages to the office.

...when I….

go to the toilets in my breaks.

let my teacher know when I have a need to use the toilet in class time.

enter my name, time I depart and time I return in the Toilet Log.

return to my class promptly.

...when I….

look after the equipment I use and return it to the right place when finished.

have my permission notes in on time.

represent my school with pride.

...when I….

go directly to and from school each day.

Always use a helmet and have a lock when I come to school on a bike or scooter

walk my bike or scooter to the bike racks when I am in the school grounds.

I am Safe ...when I….

ask permission to leave any setting.

am in the classroom only when a teacher is present.

follow instructions straight away from teachers, teacher-aides and volunteers.

use the ‘high 5’.

...when I….

make good choices about the people I sit next to and work with.

keep my hands, feet and objects to myself.

am tidy and environmentally aware.

work well with others.

take turns.

...when I….

only share my log-in and password with my parents and other trusted adults.

tell a trusted adult if someone is sending me unkind or bullying messages.

demonstrate an understanding that cyber space is for the public and that I don’t disclose personal information in this environment.

...when I….

wear shoes and a Sun Smart hat.

play approved games only at the right time and place.

sit down to eat.

leave sticks and stones alone.

walk on paths and hard surfaces.

...when I….

walk

be part of my two class lines, stopping at the appropriate points along the way.

stay on the left side of the stairs and paths.

am careful to not bump anyone on stairs.

wait patiently until it is my turn e.g. tuckshop, sport.

...when I….

understand that toilet play is not ok.

treat facilities with care.

wait for my buddy when I have gone to the toilet.

wash my hands with water and a small squirt of liquid soap in the sink.

...when I….

remain with the group.

listen carefully to all instructions and follow them.

am sure my teacher knows where I am at all times.

use all equipment appropriately.

...when I….

cross the road safely and use the crossings.

sit in the right area and talk to my friends while waiting for my room to be opened.

wait until I am dismissed by the teacher after the bell.

sit at the front of the school if I am waiting to be collected.

GREEN PATH

for bus travel

Follow the instruction of the driver at all times

Have your bus pass or bus fare ready when boarding

Only move to the bus to line up at the door after the bus has stopped

Only stand when the bus stops moving at your bus stop

Walk onto the bus and immediately take a seat

Use a normal conversation voice to talk – no yelling

T3W1 T4W1 T2W2 T4W7 T1W4 T3W4 T2W5 T4W4



T_W_

17

APPENDIX 2

18

APPENDIX 2 (cont)

19

APPENDIX 3

Classroom Rules

I am a learner who manages and owns my own behaviour

I stay on task I do my best

I am an active listener I am an active participant

School Rules This is how I follow our School Rules in the classroom (Classroom

Rules)

I am

Respectful

I ….

follow directions.

use the Jinibara Courtesies.

use all property with care.

treat people with respect.

put my hand up to speak.

I am

Responsible

I ….

use the High 5.

am in the right place at the right time.

go to the toilet and get drinks during the breaks.

am ready to start straight away.

use property in the right way.

try my best with all my work.

do my homework.

I am Safe I ….

make good choices about who I sit with and work with.

keep my hands, feet and objects to myself.

work well with others.

am tidy and care for the environment.

take turns.

20

APPENDIX 4

The Use of Personal Technology Devices at Jinibara State 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 or MP3 players 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 by students is not encouraged by the school because of the potential for theft, damage and general distraction and/or disruption associated with them. However, if they are brought to school, they must be turned off and out of sight at all times. If a personal technology device is brought to school it is the responsibility of the owner. Mobile Phones

If a student brings a mobile phone to school, the student is responsible for it at all times.

Students must have their mobile phones switched off and out of sight when the student enters the school grounds on their arrival at school. This condition must be maintained until after the student leaves the school grounds at the conclusion of the school day.

Mobile phones are not to be used in any manner or place that is disruptive to the normal routine of the school.

Students are not to use mobile phones to contact parents in a way which would circumvent normal school procedures.

In-phone cameras are not to be used anywhere a normal camera would be considered inappropriate. Nor are students to photograph or film others without their consent.

Appropriate disciplinary action will be taken against any student who breaches any of these rules.

21

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 Jinibara State School. Students must not use personal technology devices to record events at school.

Students must not record images or video of students or teachers.

Students must not record events in class unless directed to do so by the class teacher.

A student at school who uses a personal technology device to record private conversations, ordinary school activities or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy.

A student must first gain the expressed permission of the principal or deputy principal prior to commencing any recording of school events.

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 place themselves in breach of this policy.

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.

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

22

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 HOSES, Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, 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. _____________________________________________________ 1 Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

23

APPENDIX 5

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

INTRODUCTION Every student has the right to spend each day at school without being bullied, harassed or intimidated. While we accept that bullying may occur in schools, Jinibara State School will always work to empower students to self-manage their behaviour thereby addressing both perceived and real power imbalances. As a school, it is our highest priority that every student feels safe and secure in our supportive school environment. Bullying devalues, isolates, frightens and impacts on an individual’s ability to achieve. It can have long-term effects on those engaging in bullying behaviour, those who are the subjects of bullying behaviour and those around them. Students whose schooling is affected by bullying, or who are suspended from school because of their participation in bullying, have reduced learning opportunities. Teachers, students, parents, caregivers and members of our school community have the responsibility to work together to address bullying. By addressing the issue in a positive way, the learning outcomes of many students can be improved.

RATIONALE 1. Bullying can occur at any age and across cultures, gender and socioeconomic groups. Many

students are likely to experience bullying at some time in their schooling, as the person being bullied, the bystander or as the bully.

2. Jinibara State School provides opportunities for students to take part in learning experiences that address key understandings and skills relating to positive relationships, safety, gender equity, discrimination, bullying and harassment.

3. Teachers, students, parents, caregivers and members of the wider community have a responsibility to work together to address bullying.

WHAT IS BULLYING? As a community it is important that we are clear about what is and is not bullying. Playground disputes and quarrels that occur from time to time and are resolved by the participants sometimes with peer and staff support do not constitute bullying. Bullying presupposes an imbalance of power, is systematic and ongoing oppression (Rigby, Bullying in schools & what to do about it, 1996). Bullying is defined as intentional, repeated behaviour by an individual or group of individuals that causes distress, hurt or undue pressure. Bullying involves the abuse of power in relationships. Deliberately and repeatedly name-calling, making sexist or racist remarks, spreading rumours, sending abusive text messages or emails, threatening someone or excluding someone from games and groups are all examples of bullying or harassment. Not all distressing or hurtful behaviour is bullying. For example: A single incident of malicious or aggressive behaviour

Bullying and harassment are repeated actions. Single episodes of nastiness or physical aggression are not the same as bullying. Single incidents will still be responded to as part of the school’s behaviour management processes as unacceptable behaviour. Cyber-bullying can occur from a single act when a message or picture is sent to more than one person. For example, a bully may only press ‘send’ once, however the choice to send the message to multiple addresses makes the action more than a single incident.

24

Dislike

Although social rejection can be hurtful, it is not bullying unless accompanied by repeated and deliberate attempts to distress or hurt.

Mutual Conflict

Arguments can be distressing however it is not bullying when two people are both upset and neither one is misusing power over the other. Conflict may still give rise to unacceptable behaviour which will be responded to as part of the school’s behaviour management processes.

Bullying behaviours that will not be tolerated at Jinibara State 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.

PREVENTATIVE STRATEGIES Our school community has a number of proactive strategies, programs and resources to combat bullying and harassment, including: Explicitly teaching behaviour expectations attached to the three school rules –

o I am Respectful o I am Responsible o I am Safe

High Five (speak friendly, speak firmly, ignore, walk away, report) Debriefing (after each break each day) Counselling (for individuals and groups) positive reinforcement for demonstrating expected behaviours (fabulous finch) quality active supervision - duty staff members are easily identifiable and are constantly moving,

scanning and positively interacting as they move through designated areas Individual student management plans Classroom management plans (CMPs) Responsible Behaviour Plan for Students 2016 Programs Bucket books Lego & Chess Supported Play Protective Behaviours (P-3 students). Resources (additional to teaching staff and Admin team) Chaplain Guidance Officer

ROLE OF STAFF Students can expect that their concerns about bullying will be responded to by school staff and that appropriate support will be provided (for both the target of; and the person responsible for, the bullying behaviour). Staff interaction with students has important consequences for the level of bullying in a school. Staff can have a significant impact on reducing bullying by: Promoting anti-bullying programs in the classroom and school Listening sympathetically to students who need support and initiating action Expressing disapproval of bullying whenever it occurs and following up appropriately Providing strategies for both students and parents to deal with bullying issues

25

ROLE OF STUDENTS Students can counter the effects of bullying by:

Being actively involved in the variety of programs that the school offers Developing a sense of respect and understanding of the needs of others Not taking part in bullying Reporting bullying incidents involving themselves or others Supporting students who are being bullied Developing strategies to deal with bullies

ROLE OF PARENTS/CARERS Students are frequently and consistently reminded that bullying behaviour is unacceptable and will not be tolerated at this school. As parents and carers you play an active role in countering bullying by: Taking some time to speak with your children about bullying and to remind them of the importance

of treating others with fairness, dignity and respect Addressing unacceptable behaviour of your children both at home and at school Informing the school of any concerns and allowing the school to follow up with those concerns Seeking understanding of bullying instances before reacting Supporting the school anti-bullying strategies

If you believe your child is being bullied or may be involved in bullying another student, please contact your child’s teacher, a Deputy Principal or the Principal to discuss the ways we can help to support you and your child and address the issues and associated behaviour.

TR Bloxham

PRINCIPAL

APPENDIX 6

Jinibara State School EXIT FORM FOR BUDDY CLASS TEACHER

Student Name: ……………………………………………. Date: / /

Exited by - ……………………………………….. To ‘exit teacher’ - ………………………

Exit time from home room - ………………………. Arrival time at exit room - ………….

Departure time from exit room - ……………….. Re-entry time at home room - ……….…

Signature of exit room teacher - ……………………………………………

Signature of home room teacher - …………………………………………..……….

Anticipating that this student will need 15 to 20 minutes to settle down, the following work has been set:

____________________________________________________________________

______________________________________________________________________ ______________________________________________________________________

26

Jinibara SS EXIT REPORT Deputy Principal APPENDIX 6

Student Name: ……………………………………………. Date: / /

Teacher: ……………………………………………. Time: ……………. The exiting of this student to the Office is a result of:

Continuing unacceptable behaviour that has progressed the CLASSROOM MANAGEMENT PLAN to this stage. Major unacceptable behaviour (circled below) requiring the involvement of the Principal or Deputy Principal.

The high-level inappropriate behaviour was ……. (a Oneschool report must be generated as a matter of urgency)

PHYSICAL misbehaviour directed at a STUDENT PHYSICAL misbehaviour directed at STAFF

VERBAL misbehaviour directed at a STUDENT VERBAL misbehaviour directed at STAFF

AGGRESSIVE BEHAVIOUR with the POTENTIAL TO CAUSE HARM

the REPEATED REFUSAL TO COMPLY with simple directions

OTHER ____________________________________________________________________________

Current strategies employed to manage the situation prior to this student’s exit to the Office included:

APPROPRIATE or ACCEPTABLE BEHAVIOUR had been asked for through calm RED PATH GREEN PATH conversations about the student’s choices.

ON TASK EXPECTATIONS matched the ABILITY of the student.

POSITIVE FEEDBACK was provided to highlight behaviour that was appropriate or acceptable.

Prior to this incident, an INDIVIDUAL PLAN targeting a small number of specific behaviours had been established and was being enacted.

Contact with the student’s parent(s) will be undertaken prior to the end of the school day. Timely completion of a ONE SCHOOL entry will occur.

Any further information to assist the Deputy Principal in providing an appropriate immediate response.

________________________________________________________________________________

________________________________________________________________________________

27

Appendix 7

WORKING TOGETHER TO KEEP JINIBARA STATE SCHOOL SAFE

We can work together to keep knives out of school. At Jinibara State School:

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

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

• There is no reason for a student to have a knife at school, and it is against the law for a student to have a knife at school.

If a student has a knife a school, they can expect serious consequences, such as fines and possibly jail. Longer jail

sentences can be given to young people if someone is injured with a knife during an assault.

What kinds of knife are banned?

• No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push daggers, trench

knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, or any item that can be used as a weapon,

for example a chisel.

• Knives needed for school activities will be provided by the school, and the use of them will be supervised by school staff.

• In circumstances where students are required to have their own knives or sharp tools for particular subjects or vocational

courses, the school will provide information about the procedures for carrying and storing these items at school.

The Principal, Dr Ray Bloxham, can take tough action against a student who brings a knife to school.

• If a student has a knife at school, principals can inform the police.

• Possessing a knife at school may result in serious disciplinary consequences such as a suspension of up to 20 days or a

suspension with the recommendation to exclude.

• Police can search a student and their property at school if they suspect a student has a knife.

• A student may be charged with a criminal offence and may face serious consequences if convicted, including a fine or

jail.

• School property such as desks or lockers may be searched if the principal suspects that a student has a knife on or in

school property.

• If the principal suspects the student has a knife in their bag, the bag may be temporarily confiscated until police arrive.

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

How can parents help to keep Jinibara State School safe?

• Make sure your child knows what the laws and rules are about knives.

• Do not include knives or knife tools in children’s lunch boxes, pencil cases or craft kits.

• Contact your school principal if you believe your child is being bullied or threatened at school.

• If you want to talk about students and knives at school, please contact the Principal.

28

Appendix 8

High 5

29

Appendix 9

Stop!

Think!

Do!

30

Appendix 10A (Classroom Management Plan template for Prep classes)

A template (Powerpoint) is emailed to each Prep teacher for personalisation as described below. The texts identifying the 5 steps of GREEN PATH journey are to be edited to reflect specific classroom practices. Replace the red text with class ID details. Email the edited plan to Deputy Principal-Management for A3 printing and laminating.

31

Appendix 10B (Classroom Management Plan template for Years 1 to 6 classes)

Each year 1 to 6 class will be provided with an A3 laminated visual representation of the CMP (below) that identifies the class’s BUDDY CLASS.

32

Appendix 11 –Incident Report (to be completed by a member of staff to report using a Physical Intervention in managing a behaviour incident)

Jinibara State School – INCIDENT REPORT - Incident involving physical intervention

Date & Time of Incident

Member of Staff

Student(s) Involved

Location

Incident description

Witnesses

Report provided to (Principal / Deputy Principal)

Date Signature

33

Criteria for Behaviour APPENDIX 12 Each student’s Report Card rating for Behaviour is the average of his / her rating from each criteria, including the rating(s) provided by the Specialist Teachers.

The student… A B C D E

..is a successful learner in the classroom setting during directed activity,

consistently. rarely requiring behavioural adjustment or redirection.

occasionally requiring behavioural adjustment or

redirection.

regularly requiring behavioural adjustment or

redirection.

requiring ongoing, consistent behavioural

support.

..is a successful learner in the classroom setting during independent activity,



redirection.


redirection.

constantly requiring behavioural adjustment or

redirection.

..is a successful learner during Specialist lessons,



redirection.


redirection.

constantly requiring behavioural adjustment or

redirection.

..demonstrates appropriate in-classroom transitions,

consistently. rarely requiring correction or redirection.

occasionally requiring correction or redirection.

regularly requiring correction or redirection.

constantly requiring correction or redirection.

..demonstrates appropriate out-of-classroom transitions,





..demonstrates appropriate interactions with staff, including support staff,

actively initiating opportunities to do so.

consistently. consistently. rarely requiring correction or redirection.

requiring adjustment or correction on several

occasions.

..demonstrates appropriate interactions with peers,





..demonstrates appropriate attention to Uniform Policy,

consistently giving attention to detail.

consistently. consistently. occasionally requiring correction or redirection.


..demonstrates appropriate use and care of grounds and school equipment,

actively initiating opportunities to do so.

consistently. occasionally requiring correction or redirection.



..demonstrates appropriate care of personal equipment,

consistently. consistently. rarely requiring correction or redirection.



Additional Criteria for Years 3 to 6 Students

..demonstrates appropriate attention to homework, which is...

consistently completed, consistently to a high

standard.

consistently completed, usually to a high standard.

usually completed, mostly to a high standard.

sometimes completed, occasionally to a high

standard.

occasionally undertaken, rarely completed.

34

Appendix 13

Term Structure for implementing the Behaviour Focus of the Daily Debrief sessions. Monday Tuesday Wednesday Thursday Friday

Week 1

Whole-of School Focus

Introduce the week’s topic and the associated dot points

Student presentations of an example x 4

Share FOCUS AREA DATA

Set future targets

Respond to existing targets (celebrate?)

Jinibara Courtesies

Week 2





Set future targets


Jinibara Courtesies

Week 3

Year Level Data Focus

Introduce the data that prompted the Year level focus. Focused discussion on the dot points


Week 4





Set future targets


Jinibara Courtesies

Week 5





Set future targets


Jinibara Courtesies

Week 6

Year Level Data Focus

Introduce the data that prompted the Year level focus. Focused discussion on the dot points


Week 7





Set future targets


Jinibara Courtesies

Week 8





Set future targets


Jinibara Courtesies

Week 9

Year Level Data Focus per House

Introduce the Term’s Year Level Data for each House

House discussion on future targets. House discussion on Focus Areas

Student presentation from each house to address their house focus area

Week 10

W-o-S Data Focus per House

Introduce the Whole-of-School Data for each House

House discussion on future targets. House discussion on Focus Areas

Student presentation from each house to address their house focus area

35

Appendix 13 (cont)

Week Rule Focus School Area

Term 1 Week 1 I am responsible Whole School

Term 1 Week 2 I am safe Classroom / Library / Computer Lab

Term 1 Week 4 I am respectful Transitioning/ Lining Up / Tuckshop

Term 1 Week 5 I am safe Eating Areas / Play Areas / Oval

Term 1 Week 7 I am safe Toilets

Term 1 Week 8 I am responsible Arriving at and Leaving School

Term 2 Week 1 I am safe Whole School

Term 2 Week 2 I am respectful Cyber Safety

Term 2 Week 4 I am responsible Eating Areas / Play Areas / Oval

Term 2 Week 5 I am respectful Off Site (Sports / Excursions / Camps)

Term 2 Week 7 I am responsible Transitioning/ Lining Up / Tuckshop

Term 2 Week 8 I am safe Arriving at and Leaving School

Term 3 Week 1 I am respectful Whole School

Term 3 Week 2 I am safe Cyber Safety

Term 3 Week 4 I am respectful Toilets

Term 3 Week 5 I am responsible Off Site (Sports / Excursions / Camps)

Term 3 Week 7 I am safe Transitioning/ Lining Up / Tuckshop

Term 3 Week 8 I am responsible Classroom / Library / Computer Lab

Term 4 Week 1 I am respectful Classroom / Library / Computer Lab

Term 4 Week 2 I am safe Off Site (Sports / Excursions / Camps)

Term 4 Week 4 I am respectful Arriving at and Leaving School

Term 4 Week 5 I am responsible Toilets

Term 4 Week 7 I am respectful Eating Areas / Play Areas / Oval

Term 4 Week 8 I am responsible Cyber Safety

36

Appendix 14

37

Appendix 14 (cont.)

JINIBARA STATE SCHOOL Responsible Behaviour Plan …€¦ · Responsible Behaviour Plan for...

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