Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is...

40
1 2019 Responsible Behaviour Plan for Students

Transcript of Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is...

Page 1: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

1

2019

Responsible Behaviour Plan for Students

Page 2: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

2

1. Purpose

Spring Mountain 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 at Spring Mountain State School can be effective and students can participate

positively within the school community.

2. Consultation and data review

This plan has been developed in a Draft format and in consultation with the Community Reference Group

and beginning staff team. Aspects of this plan have been discussed in various forums during 2018.

Given the new school status of Spring Mountain State School there is no behaviour, one school or

attendance data to respond to or consider at this time. It is envisaged that there will be another review

and update of the Responsible Behaviour Plan for Students towards the end 2019 in consultation with

P&C once established.

The Plan was endorsed by the Principal, Staff and Community Reference Group in 2018 as a Draft until a

full review can be completed.

3. Learning and behaviour statement

We believe that all areas of Spring Mountain State School are learning and teaching environments.

Behaviour management is considered to be an opportunity for valuable social learning as well as a means

of maximising the success of academic education programs. Spring Mountain State School has a school-

wide framework of support and is based on a school-wide approach Positive Behaviour for Learning (PBL).

This Responsible Behaviour Plan outlines Spring Mountain State School’s Prevent Teach Reinforce (PTR)

approach for teaching and scaffolding positive behaviours, preventing problem behaviours and responding

to inappropriate and unacceptable behaviours. Prevent Teach Reinforce is a systematic, structured

process for supporting primary aged students at all levels of functioning and can be used with students in

general education classrooms as well as students with learning disabilities, intellectual disabilities,

emotional and behaviour disorders, autism and other challenges of development, learning and behaviour.

PTR is an evidence based approach and is an appropriate model of Positive Behaviour for Learning (PBL).

Through the school plan, shared expectations for student behaviour are accessible to everyone, assisting

Spring Mountain 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. The school community has identified the following

expectations to teach and promote high standards of responsible behaviour:

Page 3: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

3

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

Communicating the expectations is a form of universal behaviour support – a strategy designed to prevent inappropriate behaviour and provide a

framework for responding to unacceptable behaviour, for every student every day. The school expectations have been elaborated into more

specific behavioural expectations appropriate to each setting within the school. The school-wide Expectations Teaching Matrix (below) outlines

these elaborations within each setting. These expectations are communicated via a number of strategies in preventative, direct instruction and

behavioural reinforcement systems.

Whole School Classroom Playground Toilets In the Community

Respectful

I keep my hands and feet

to myself.

I walk on the concrete.

I follow directions

immediately.

I use all equipment with

care.

I ask permission to leave

the classroom.

I give everyone the right

to listen and learn.

I use manners.

I wear the school hat.

I use all equipment safely.

I play and follow the

school rules and

approved games.

I wash my hands after

using the toilet.

I leave quickly and

quietly.

I use the toilet correctly

I engage in on line

activities appropriately.

I represent Spring

Mountain SS with pride.

I use appropriate verbal

and non-verbal language.

Open-

Minded

I value difference.

I am open to changing my

mind.

I listen before speaking

I am ready to listen to all

opinions and ideas.

I share my ideas and

thoughts.

I take feedback

I share equipment and

space with everyone.

I listen to other people’s

ideas.

I help others to use the

toilet safely and

respectfully.

I remind others of the

expectations.

I speak positively about

Spring Mountain SS.

Achiever

I am ready to listen and

learn.

I know my school

expectations.

I ask for help if I need it.

I stay on task.

I have my equipment

ready for learning.

I stop playing when the

bell goes.

I go to the toilet and have

a drink – get ready for

learning.

I am water wise

I am careful with

equipment

I attend and participate at

Spring Mountain SS

events.

I am prepared with

permission slips and

make payments on time.

Resilient

I “hang in there” when

things get tough.

I help others when things

get hard.

I keep trying.

I try my best in all my

learning.

I use encouraging

language.

I always have a go.

I report “big problems” to

the duty teacher.

I solve problems with

“win-win” thinking and

words.

I consider peoples’

privacy

I use kind words

I keep others safe

I let people know if I am

upset.

I ask for “chill out” time if

needed.

I am safe

Page 4: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

4

Prevent

Spring Mountain State School recognises the first response for supporting and reducing

inappropriate behaviour is prevention. The following proactive and preventative processes and

strategies are implemented to support student behaviour within the school community:

The school community is made aware of these aspects of the Responsible Behaviour Plan

through various means of communication including articles in the school newsletter and on

the school’s Facebook page, parent meetings, enrolment meetings, enrolment packages,

parent handbook, school website, PBL posters and the school expectations. This enables

parents to be actively and positively involved in school behaviour expectations and student

engagement.

Staff have been given training ensuring that inappropriate behaviour is kept small and

manageable via the use of Active Supervision and Essential Skills for Classroom

Management (Appendix A). Active supervision strategies by staff during classroom and non-

classroom activities ensure problems are managed effectively and efficiently (e.g. Scan

Prompt Praise). Staff are always on duty – constantly moving and scanning when walking in

the school environment. Staff may further support these approaches by providing transitional

supports, environmental and setting event adjustments, curricula modifications and peer

support to prevent the likelihood of inappropriate behaviour.

Consistent practice of classroom and non-classroom routines enables students to become

familiar with the expected behaviours during transitions, group, pair or individual work,

teaching rotations and the appropriate management of classroom materials

The Positive Behaviour for Learning Team (PBLT) has been established to discuss and

action school-based behaviour issues, analyse school data, develop specific programs,

respond to challenges within the school and provide feedback to staff.

All staff model the school expectations including teaching, office, grounds, tuckshop, cleaning,

administration and crossing supervisors

Spring Mountain State School participates in whole school themed days such as Bullying

No Way! and Harmony Day

There is the development of visual reminders – murals – around the school grounds

Administration conduct regular and frequent in-class visits

School staff regularly reinforce and reward appropriate behaviours through a school

acknowledgement system

All students, irrespective of behavioural needs have the opportunity to participate in playtime

activities.

The implementation of specific policies address:

the use of personal property technology devices at school (Appendix B )

procedures for preventing and responding to incidents of bullying (Appendix C)

procedures regarding the use or possession of weapons including knives and any other

items that could be considered a weapon in school (Appendix D)

procedures regarding the use of social media in school (Appendix E).

Page 5: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

5

procedures regarding the implementation of various Behaviour Support Plans

(Appendix F)

Teach

Spring Mountain State School values the explicit teaching to students of the learning and social

behaviours required for school. Opportunities for this include:

Planned, school wide professional development delivered to both teaching and support staff

throughout the year to build knowledge, understanding and practice of appropriate, evidence

based behaviour management strategies

A comprehensive staff induction program where new and returning staff members meet

regularly and are informed about the school’s expectations, student, classroom and

playground behaviour management practices

Classroom visual resources including:

Expectation posters

Teaching Expectation Matrix poster

Classroom behaviour posters

Behaviour Mountain posters and process posters

Break space posters

Focus of the week posters

Gotcha displays and trackers

Focused, weekly, school-wide PBL lessons where school expectations, pro-social

behaviours and conflict resolution are explicitly taught to students. These lessons are

initially developed from identified social skills, the Australia Curriculum Social Emotional

Capabilities and other departmental directives. Students are also provided with booster

sessions (PRIDE TIME) twice per year to ensure the teaching and learning of

academic/social routines and procedures are demonstrated before engaging in academic

learning. The learning from PBL behaviour lessons is reinforced at school parades.

Big, Small, No Problem

Students are taught to review and reflect upon an incident and identify the points (actions, thoughts

or behaviours) which aided in the escalation or de-escalation of that incident. This discussion is

illustrated on a cline (see below) and provides a stimulus for self-reflection. Students are challenged

to find ways in which they could have ensured a No Problem scenario prevailed thus understanding

the impact of their own behaviour.

Page 6: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

6

Reinforce

Responding to Appropriate Behaviour

At Spring Mountain State School, communication of key messages about behaviour is supported

through positive reinforcement, which provides students with feedback for engaging in expected

school behaviour. A school-wide formal recognition and monitoring system has been developed for

this. 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 to students. Acknowledgements for positive behaviour

are documented on OneSchool. Spring Mountain State School engages with a number of tiered

strategies for recognising and reinforcing students following the school expectations.

Positive Behaviour Acknowledgements

Parade/Admin Pride Awards – Attendance, Academic or Behaviour

Monty Money

ROAR Tickets

Postcards

Playground ROAR Tickets

Postcards

Classroom Class Awards

Postcards

ROAR Tickets

Paw Points

Whole Class Awards

Supply Teacher Double Paw Points

School Wide Recognition

Each term ends in a Celebration event. Attendance to this event is based on each student

achieving a behaviour record that shows no/few or significantly improved major behaviour

incidents. Students who receive documented support for behaviour may have their Celebration

event adjusted to overcome possible barriers to attendance and ensure eligibility is accessible.

Students are taught how to set goals and review their progress in preparation for whole school

celebrations.

Page 7: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

7

Celebration Day events are organised by year level and may include, but are not limited to:

movie day

discos

themed activities from units of work throughout the term

art workshops

obstacle courses/game rotations

on site amusement rides organised through the PBL committee

Spring Mountain State School’s ROAR Tickets

ROAR Tickets are used to support and reward students’ positive behaviour in a consistent, school-

wide system that involves all staff in the process. ROAR tickets are given to students meeting school

expectations at a high or greatly improved level. When ROAR tickets are given, the behaviour being

rewarded is explicitly stated and praised.

Students earn ROAR Tickets in both the classroom and playground for positive behaviours.

These are then placed into raffles during parades/class. If drawn in the raffle the student will

receive a postcard home, Monty Money (Parade draw) or award choice (Class)

Spring Mountain State School’s Paw Points

Paw Points are earnt for being ready to learn throughout the day.

If a student stays on “Ready to Pounce” throughout the day they will earn 1 PAW

POINT, if they are “Proud of the choices they have made” they will earn 2 PAW

POINTS and if they have had a “ROARING day” they will have earnt 3 PAW

POINTS.

For every 10 Paw Points earned, the student trades the card in for Monty Money which is given

out towards the end of the day by the class teacher

Page 8: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

8

Responding to Unacceptable Behaviour

Universal Support

If a student exhibits minor and infrequent problem behaviour, the first response of school staff

members is to remind the student of the appropriate school expectation, then monitor the student in

using this direction/feedback, to act for example, more respectfully, open minded or with more

resilience. As part of the prevention process, teachers can offer students the opportunity to practice

this with teacher support, using the language “show me” to reinforce the students understanding of

the expectation. By providing the students with an opportunity to understand the expectation and

show their meaning (if required) students can reflect on their behaviour and how this aligns with

school expectations.

Students may:

articulate the relevant expected school behaviour

explain how their behaviour differs from expected school behaviour

describe the likely consequences if the problem behaviour continues

identify what they will do to change their behaviour in line with expected school behaviour

Should an inappropriate or unacceptable behaviour be repeated, the staff member may not repeat

the discussion/explanation process but simply remind the student of the consequences of their

problem behaviour. The teacher may also use the BIG PROBLEM NO PROBLEM cline to support

this discussion and problem solving.

At Spring Mountain State School staff members authorised to issue consequences for behaviour

incidents are provided with appropriate professional development and/or training. Through training

activities, staff work to ensure consistent responses to behaviour incidents across the school.

Students also receive training about how to respond when other students display inappropriate or

unacceptable behaviour. The courteous way to respond when a staff member redirects a student’s

behaviour is taught and rehearsed to reduce the impact of peer engagement in the behaviour

incident.

Student’s classroom behaviour is managed through the use of the Mountain Monitor:

Page 9: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

9

MANE REFERRAL: (Managing Anger aNd Emotions) – Appendix H

MANE referrals are written as promptly as possible after the major behaviour occurs and the

student attends the office to be seen by a member of Administration (or designated staff member).

Typically, this can be completed electronically – on One School or the student may bring a MANE

referral in paper format to the responding staff member to inform them about the incident details

and they can take any appropriate action.

This is another opportunity for the student and staff member to problem solve and establish

expectations, consequences and a plan on how to move forward. If the student refuses to engage

with this process, escalates behaviour, becomes further aggressive or is referred for physical

aggression towards a teacher or another student, more severe consequences can be delivered.

Once the session has been completed and the consequence has been decided, the following

actions are to occur:

1. The responding staff member will either send feedback to the referring teacher, stating the

course of action required by the teacher or action taken by the supporting staff member.

The referring teacher may be asked to:

Contact parent to discuss incident further

Place incident onto One School

Enact consequences within the classroom context

2. The support staff member will phone/contact the parent, enter the incident on One School

and provide notes for class teacher. Possible action may include but is not restricted to:

Time out of the classroom

Supervised work in the office

Mediation with other students

Reflection and debrief

Organisation of restorative justice or community service

Discussion with a parent

Page 10: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

10

Blue Room time or detention

Suspension

Exclusion

Referral back to classroom processes and procedures

TAC (Team Around the Child) Referrals

Spring Mountain State School has a referral system for students that display ongoing social and

emotional or behaviour issues. In most cases, the problem behaviours of these students may not

be immediately regarded as severe, but the frequency of their behaviours may put these students’

learning and social success at risk if not addressed in a timely manner.

Inclusive Services meets regularly to present in-school referrals, allocate case managers, determine

key stakeholders and provide support regarding student behaviour and teacher management of that

behaviour. Students may require either targeted or intensive behaviour support as an outcome of

the referral system.

Targeted Behaviour and Learning support: Monitoring Programs (Tier Two Support)

Students identified as requiring monitoring programs attend their scheduled classes and activities

with appropriate adjustments. They may also have increased daily opportunities to receive positive

contact with adults, additional support from check-in/check-out processes and increased

opportunities to receive positive reinforcement. Where required, substantial adjustments can be

made to the student’s academic support and learning activities. All adjustments will be documented

on One School.

The Spring Mountain State School Tracker program is driven by the class teacher and leadership

team with some assistance from parents. All staff members are provided with training in Tracker

Monitoring Sheets (Appendix F). During this time teachers and leadership team members provide

daily, session by session feedback to students and where negotiated, to parents about student

progress and success. Each student receives support in the areas of:

Classroom Support

Playground Support

Group Playground Support

Whilst on a tracker, a student will be required to check-in at some or all of the following times:

Beginning of school

First break

Second break

End of school

During these check-in points, Deputy Principals, or identified members of the Team Around the Child

(TAC) will support the student with reflections, behaviour reminders and problem solving strategies.

Students are monitored daily and their progress is reviewed over either two or four week intervals.

Student’s whose behaviour does not improve at review, after participation in the Tracker Program,

or whose previous behaviour indicates a need for specialised intervention, will be identified for an

Page 11: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

11

alternative, or possibly more intensive behaviour support system. Students who require targeted

support and monitoring may also have access to:

Supervised play

External agency support

Social skills groups

Prevent, Teach Reinforce support plans

Risk Management Plans

Escalation Response Plans

Flexible Learning Plans

Intensive behaviour support (Tier Three Support)

Spring Mountain State School is committed to educating all students, including those with the highest

behavioural support needs. The school recognises that students with highly complex and challenging

behaviours may need comprehensive systems of support around them that require regular meetings

from a number of key stakeholders (known as the Team Around the Child – TAC). Stakeholder

meetings are designed to provide a collaborative and comprehensive support structure around the

student. For all complex case students a case manager is appointed to oversee and manage

processes.

A stakeholder group will likely include parents/caregivers, classroom teachers, relevant specialist

staff, a representative of the school’s administration and individuals from outside agencies already

working with the student and their family.

A Stakeholder group can:

lead a Functional Behaviour Assessment for appropriate students

work with staff to develop appropriate behaviour support strategies – specific to the identified

behaviour function of the student

monitor the impact of support through ongoing data collection

make and suggest adjustments for the student and their learning

work with the teachers and parents to achieve continuity and consistency

identify and refer a student for further in-school assessment e.g. cognitive assessment

identify and refer a student and their family to an external support agency that is deemed to be

of benefit to the student

Some students display difficulty in responding positively to the range of behaviour management

strategies that are practiced at a school or class level. In these instances, a specific, individualised

behaviour plan may need to be developed. Individual plans are developed with parents, relevant

stakeholders and is some cases, an entire stakeholder group for students who demonstrate repeated

inappropriate or unacceptable behaviour. This provides a personal framework of positive behaviour

expectations and actions. Additionally such plans enable staff to provide consistent strategies or

adjustments across all learning environments. Many Behaviour Intervention Plans would fit within

the standard format but are not limited by this format as the support needs of each student are highly

individualised.

Page 12: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

12

Other relevant formats include:

Prevent Teach Reinforce Plans

Escalation Response Plans

Risk Management Plans

Negotiated Attendance Plans

Flexible Learning Plans

Relevant information about such plans to ensure full staff support and participation is communicated

to the school via the school intranet, email, school PBL newsletter and pigeon-hole drops. For

parents we value their partnership in supporting their child to be the most successful they can be –

so parents are immediately part of the TAC team when engaging with such plans or support

requirements.

5. Consequences for Inappropriate or Unacceptable Behaviour

Spring Mountain State School makes systematic efforts to prevent inappropriate or unacceptable

behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When these

behaviour incidents occur, it is important that consequences are predictable. The school seeks to

ensure that responses to inappropriate or unacceptable behaviour are consistent and proportionate

to the nature of the behaviour.

Minor and Major Behaviours

Spring Mountain State School has developed a context specific, detailed list of what constitutes

minor and major behaviour (Appendix G). When responding to behaviour incidents, the staff

member determines if the problem behaviour is minor or major, with the following agreed

understanding:

Minor behaviour incidents are managed within the playground or classroom or are behaviours with

no office intervention. Minor problem behaviours are those that:

are minor breaches of the school rules

do not seriously harm others or cause you to suspect that the student may be harmed

do not violate the rights of others in any other serious way

are not part of a pattern of inappropriate behaviours

do not require involvement of specialist support staff or Administration.

Minor problem behaviours may result in the following consequences:

a minor consequence that is logically connected to the inappropriate behaviour, such as

complete removal from an activity or event for a specified period of time, partial removal

(Break Space), individual meeting with the student, apology, restitution or detention for work

completion.

a re-direction process where a staff member takes the student aside and:

1. names the behaviour that student is displaying

2. asks student to name expected school behaviour

Page 13: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

13

3. states and explains expected school behaviour if necessary

4. gives positive verbal acknowledgement for expected school behaviour.

Major behaviour incidents can no longer be managed within the playground or classroom or are

behaviours that are considered for suspension. Major behaviours are those that:

significantly violate the rights of others

put others / self at risk of harm

require the involvement of school Administration.

Major behaviours result in an immediate referral to school Administration because of their

seriousness. When major unacceptable behaviour occurs, staff members calmly state the behaviour

and remind the student of expected school behaviour. A report of the student’s behaviour is recorded

on OneSchool. Major unacceptable behaviours may result in the following consequences:

Level One: Time out, detention or Blue Room time, in-school community service (see Safe,

Supportive and Disciplined School Environment procedure for guidelines), loss of privilege,

restitution, warning regarding future consequence for repeated or persistent inappropriate

behaviour

and/or

Level Two: Parent contact, referral to Guidance Officer, referral for specialist behaviour

services, suspension from school, behaviour improvement conditions.

Level Three: Students who engage in serious unacceptable behaviours such as major

violent physical assault or the use/supply or possession of weapons (including knives) or

drugs may receive a School Disciplinary Absence (suspension or proposal/recommendation

for exclusion) as a consequence of unacceptable behaviour.

The following flowchart outlines the General Procedure for Dealing with Inappropriate Behaviours at

Spring Mountain State School. THIS IS CURRENTLY IN DRAFT and will be reviewed with parents

and teachers in 2019.

Page 14: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

14

MINOR BEHAVIOURS Reminders of the expectations

Check in by teacher around problem solving – finding the COURAGE to

make better choices

Offer of “Chill Out” time/space

MAJOR BEHAVIOURS MANE Referral Completed

Investigation completed by Staff Member

Consequences delivered – CLAWING my way back

Parents notified – One School contact completed

Monitoring of student for minimum of 1 week

Refer to Appexdix F

Prevention:

Active Supervision

Explicit Teaching

Physical Environment

Consistent Practices

routines

Essential Skills for

Classroom Management

Page 15: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

15

Definition of Consequences*

Chill Out

Office

Detention

A principal or school staff may use time out as a strategy for students to manage their own behaviour and to assist

the student to calm down, they will then be given an opportunity to re-join class

A student, who is sent to a deputy from the classroom with MANE referral can have time-out in the office as part of

his/her consequence.

A principal or teacher may use detention as a consequence for disobedience, misconduct, or other breaches of

school expectations. A detention is no more than 20 minutes during school lunch or 30 minutes after school (parent

will be contacted before after school detention is imposed).

Temporary

Removal of

Property

A principal or staff member of Spring Mountain State School has the power to temporarily remove property from a

student, as per the procedure Temporary Removal of Student Property by School Staff.

*Refer to departmental procedure Safe, Supportive and Disciplined School Environment for further details.

6. Emergency Situation or Critical Incident Responses

It is important that all staff have a consistent understanding of how to respond to emergency

situations or critical incidents involving severe, unacceptable behaviour. This consistency ensures

that actions taken are responsive to the safety and well-being of students and staff.

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 unacceptable behaviour is

defined as behaviour of such intensity, frequency, or duration that the physical safety and well-being

of the student (and others) is likely to be placed at serious risk.

School Disciplinary Absences (SDA)

Suspension A principal may suspend a student from school under the following circumstances:

disobedience by the student

misconduct by the student

other conduct that is prejudicial to the good order and management of the school.

Behaviour

Improvement

Condition

A principal may impose a behaviour improvement condition if the principal is reasonably satisfied that the student

has engaged in behaviour that warrants the grounds for exclusion or other conduct that is so serious that

suspension of the student from school is inadequate to deal with the behaviour.

A Behaviour Improvement Condition requires the student to undertake a behaviour management program

arranged by the school’s principal. The program must be:

reasonably appropriate to the challenging behaviour

conducted by an appropriately qualified person

designed to help the student not to re-engage in the challenging behaviour

no longer than three months.

Proposed

exclusion or

recommended

exclusion

A student may be suspended pending a decision to exclude when the student’s behaviour is so serious that

suspension of the student from the school would be inadequate to deal with the behaviour. A student may be

suspended or excluded for the following reasons:

disobedience

misconduct

other conduct that is prejudicial to the good order and management of the school, or

breach of Behaviour Improvement Conditions.

Cancellation

of enrolment

The enrolment of a post compulsory school age student may be cancelled if the student’s behaviour amounts to a

refusal to participate in the educational program provided at the school.

Page 16: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

16

All staff are trained in Spring Mountain SS Escalation Response Cycle supporting them in identifying

the stages of escalation and the appropriate responses for each stage.

Immediate Strategies

Avoid escalating the unacceptable 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 situation or incident, 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

Reinforcement and Correction Strategies

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 unacceptable behaviour then remind them of the expected

school behaviour and identify consequences of continued unacceptable behaviour.

Behaviour that becomes increasingly escalated requires more direct and less wordy

redirection (as per the Escalation Response Cycle)

Follow Up Strategies

Restore normal school operations as soon as possible

Provide post incident opportunities that include:

Assisting any distressed student/s to access appropriate support, e.g. Guidance Officer.

Assisting the individual 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.

Recording a reflection or individual learning plan to assist the student to develop a

personal framework of expectations and appropriate actions.

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 Spring Mountain State School’s staff

demonstrate a duty of care to protect students and staff from foreseeable risks of injury. The use of

Page 17: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

17

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

or using open palms on their shoulders, 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 clearly threatened

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 reduce the risk of harm to self or others

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. The following

records must be maintained:

OneSchool Incident Report

Student Record of Incident (Appendix G).

Formal debriefing

Formal debriefing should be led by a staff member trained in the process who has not been involved

in the event. The goals of debriefing are to:

reverse or minimise the negative effects of physical intervention;

prevent the future use of physical intervention; and/or

address organisational problems and make appropriate changes.

Page 18: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

18

For students who have language or communication difficulties the debriefing process will need to be

modified to accommodate their specific receptive and expressive needs.

Specific, guiding questions (Appendix G) are used in a debriefing process. 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).

7. Network of student support

Students at Spring Mountain State School are supported through positive reinforcement and a

system of universal, targeted, and intensive behaviour supports by:

Parents

Teachers

Support Staff

Administration Staff

Inclusive Services

Guidance Officer

Advisory Visiting Teachers

Senior Guidance Officer

School Chaplain

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

Disability Services Queensland

Child and Youth Mental Health

Queensland Health

Department of Communities (Child Safety Services)

Queensland Police Service

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.

Spring Mountain 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 information relevant to the students' age, gender,

disability, cultural background, mental health and wellbeing, emotional state (such as

individualised learning plan), and

recognising the rights of all students to:

express opinions in an appropriate manner and at the appropriate time

Page 19: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

19

work and learn in a safe environment regardless of their age, gender, disability,

cultural background or socio-economic situation

receive adjustments appropriate to their learning and/or impairment needs

provide written or verbal statements that will be taken into consideration in the

decision making processes

ensure that processes maintain the dignity, respect, privacy and confidentiality of the

student, consistent with the rights of the rest of the community

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 2011

Workplace Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

10. Related policies and procedures

Statement of expectations for a disciplined school environment policy 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 and Child Safety Officer Interviews with Students, 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. Some related resources

National Safe Schools Framework

Working Together resources for schools

Cybersafety and schools resources

Bullying. No way!

Take a Stand Together

Safe Schools Hub

Page 20: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

20

12. Endorsement

____________________ ______________________

Principal P&C President or Chair, School Council

Date Effective: from ……………………. to …………………………….

Page 21: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

21

APPENDICES

Page 22: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

22

Appendix A

Essential Skills for Classroom Management

Page 23: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

23

Page 24: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

24

Appendix B

Mobile Phone and Electronic Device Policy

Throughout Education Queensland schools, there are guidelines for the use of mobile phones and

electronic devices at school. At Spring Mountain State School we have used these guidelines as the

basis of this policy and have taken into consideration the age of children at Primary School.

MOBILE PHONE POLICY

Our stance on the possession of mobile phones at school is underpinned by the following

considerations:

Mobile phones are very expensive and highly attractive devices and therefore at risk of being

stolen or used inappropriately at school.

Use of mobile phones by children can be disruptive to teaching, learning and school activities in

and out of the classroom.

Mobile phones use cellular data meaning that students can access the web without being

monitored through the school filter network.

As a result, mobile phones are not allowed in classrooms or the playground.

However, our school accepts that student access to, and use of, mobile phones is increasing and that,

on occasion’s mobiles may need to be brought to school. Therefore, outlined below is our expectations

and procedures for mobile phones on the school grounds.

Procedures

The following procedures must be followed when bringing a mobile phone to school:

It is understood that parents may have a genuine need to make urgent contact with their

children. For this reason the main reception phone is attended during school hours. Phone

messages for students will always be relayed to the relevant student. Furthermore, office staff

will contact parents when children are sick or injured or other urgent situations arise.

In the event that students have a mobile phone in their possession, during class time or in the

playground, they will be referred to the administration team who will place the phone in security

for the remainder of the day.

Normal school disciplinary consequences apply to breaches of these guidelines.

1) If families need their child to bring a mobile phone to school it must be clearly named, and signed

into the school office at the beginning of the day, prior to the first bell

2) Phones will be stored safely, at the office in the Administration Building, for the duration of the

school day.

3) Students can collect their phone before they leave school, to return home

NO RESPONSIBILITY WILL BE TAKEN BY THE SCHOOL SHOULD

LOSS, DAMAGE OR THEFT OF MOBILE PHONES OCCUR

Page 25: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

25

Additional Details

This policy also applies to students during school excursions, camps and extra-curricular activities.

It is recommended by the Department of Education that disciplinary action is to be taken against

any student who photographs or films other individuals without their consent or who sends

harassing or threatening messages.

SCHOOL ELECTRONIC DEVICE POLICY

Use/Behaviour of School Network Guidelines

An essential tool for schools is the provision of innovative educational programs and the utilisation of

intranet, internet and network services. Therefore, access to these technologies is an increasingly

essential part of the modern educational program provided in schools.

Outlined below are Spring Mountain State School expectations for appropriate and acceptable use of

electronic devices used to enhance learning at our school.

Acceptable and appropriate use/behaviour Unacceptable and inappropriate

use/behaviour

It is acceptable for students to use school devices,

technologies and network infrastructure for:

Teacher assigned class work and assignments

Developing literacy, communication and information skills

Authoring text, artwork, audio and visual material for publication

Educational purposes as approved by the school

Conducting research for learning and projects

Communicating with other students, teachers, parents or experts in relation to school work

Access to online references such as dictionaries, encyclopaedias, etc.

Collaborating, researching and learning through Education Queensland’s e-learning environment

It is unacceptable for students to:

× Download, distribute or publish offensive messages or picture

× Search inappropriate terms

× Play on line games not associated with learning without permission from the teacher

× Use obscene or abusive language to harass, insult or attack others

× Damage computers, printers or the network equipment

× Violate copyright laws which include plagiarism

× Use unsupervised internet chat

× Use online email service (e.g. Hotmail)

× Send chain letter or Spam e-mail (junk mail)

Additional Details

Usernames and passwords are to be kept by the student and not divulged to any other individual

(e.g. a student should give their fellow students their username and password).

Students cannot use another student or staff member’s username or password to access the

school’s network.

Page 26: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

26

Students should not divulge personal information (e.g. name, parent’s name, address), via the

internet or e-mail, to unknown entities or for reasons other than to fulfil the educational program

requirements of the school.

School Obligations when providing student’s with access to IT facilities

Schools will provide information in relation to student access and usage of its network and reserves

the right to restrict/remove student access to the intranet, extranet, internet or network facilities if

parents or student do not adhere to the school’s network usage and access guideline/statement.

Schools will prepare students for the possibility of un-anticipated access to harmful information,

materials or approaches from unknown persons (e.g. ceasing immediate access to information and

reporting any concerns to a staff school member).

Where possible, classes involving internet usage by students will be prepared prior to class

engagement, including, filtering and checking sites students are directed to visit.

Please Note:

Teachers will always exercise their duty of care, but protection, mitigation and discontinued access to harmful information requires responsible use by the student.

Page 27: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

27

Appendix C

Preventing and Responding to Bullying

(including Cyber-bullying)

Purpose

1. Spring Mountain State School strives to create positive, predictable environments for all

students at all times of the day. The disciplined teaching environment being created 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.

2. There is no place for bullying in Spring Mountain State 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.

3. At Spring Mountain State School, bullying is defined as: constant and persistent behaviour

with the intent to racially, physically, verbally or mentally abuse/harm a targeted student or

group of students.

4. At Spring Mountain State 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 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

5. 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.

6. The anti-bullying procedures at Spring Mountain State School are an addition to our already

research-validated School Wide Positive Behaviour for Learning 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

7. 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

Page 28: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

28

school-wide 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 school expectations 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 non-classroom

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 non-classroom areas of the school

A high level of quality active supervision is a permanent staff routine in the non-

classroom 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 non-classroom areas

8. Cyber-bullying often does not occur at school. Students are explicitly taught Cyber-safety:

how to safely conduct an internet search, what cyber-bullying is and what they should do if

they receive unwanted messages including:

Not to respond to messages but keep them to report to parents/carers and/or teachers

immediately

Report any instances they see as a bystander of cyber-bullying to parents/carers

and/or teachers immediately

Spring Mountain State School, if aware, will contact parents/carers and together discuss the

cyber-bullying incident.

9. The PBL lessons on the anti-bullying process consist of lessons taught by all teachers in all

classrooms to a school-wide schedule of instruction. In order to maintain consistency of skill

acquisition across the school, specified lesson are taught.

10. During PRIDE TIME (the first two weeks of school), lessons will be taught as an introduction

to the Anti-bullying Program at Spring Mountain State School. The introductory lessons are

followed by several shorter lessons, each of which focuses on bullying behaviours that the

school has identified and defined. These lessons include instruction on how to respond to

such behaviour.

11. Spring Mountain State School will take part in the National Day of Action Against Bullying

and Violence on the third Friday of March each year. This is to highlight the importance of

bullying issues within our school community and what our school is doing to prevent this.

12. 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 Spring Mountain State 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’.

13. Spring Mountain State 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

Page 29: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

29

make any necessary adjustments, and to identify specific bullying behaviours that may need

to be revisited or revised in the instructional process.

Response

14. When it has been determined through investigation that bullying has occurred and following

any formal disciplinary action, there will be opportunity to provide support to both the victim

and the perpetrator. These supports will be developed in collaboration with students, their

families, school staff and will be documented in the Safe Students Action Plan

Student suspects bullying

Student talks to friend/adult about perceived bullying

Bullying is reported to classroom teacher

Classroom teacher investigates allegation.

Bullying confirmed using KSS definition

Parents of both parties (bully and victim) are contacted. Deputy Principal referred into OneSchool contact. Parents invited to Action Plan Meeting

Action Planning Meeting with relevant stakeholders (parent, teachers, DP)

Students are met with individually to discuss Action Plan implementation

Possible mediation between students occurs

Plan implemented and monitored

Plan reviewed

Bullying Ceases

Yes No. Disciplinary

Consequences Considered

Page 30: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

30

Appendix D

Keeping Spring Mountain State School Safe

WORKING TOGETHER TO KEEP SPRING MOUNTAIN STATE SCHOOL SAFE

We can work together to keep knives out of school. At Spring Mountain 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 can take 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

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 Spring Mountain 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 3814 9333

Page 31: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

31

Appendix E

Social Media - Appropriate use of social media

Spring Mountain State 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 applications (apps) can provide positive social development experiences

through an opportunity to develop friendships and shape identities.

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.

Spring Mountain State School is committed to promoting the responsible and positive use of social

media sites and apps.

No student of (Spring Mountain State School) will face disciplinary action for simply having an

account on Facebook or other social media site.

As is set out in the school policy for preventing and responding to incidents of bullying (including

cyberbullying), it is unacceptable for students to bully, harass or victimise another person whether

within (Spring Mountain State School’s) grounds or while online. Inappropriate online behaviours can

have a negative impact on student learning and the good order and management of (Spring

Mountain State School), whether those behaviours occur during or outside school hours.

This policy reflects the importance of students at (Spring Mountain State School) engaging

inappropriate online behaviour.

Role of social media

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.

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.

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.

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.

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.

Inappropriate online behaviour has the potential to embarrass and affect students, others and the

school for years to come.

Appropriate use of social media

Students of (Spring Mountain State School) are expected to engage in the appropriate use of social

media. Specific examples of appropriate use of social media sites and apps include:

Page 32: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

32

Ensuring that personal information, such as full name, address, phone number, Spring Mountain

State School 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 could 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.

If inappropriate online behaviour impacts on the good order and management of (Spring Mountain

State School), the school may impose disciplinary consequences for that behaviour regardless of

whether the behaviour occurs during or outside of school hours.

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.

(Spring Mountain State 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

Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the

Commonwealth Criminal Code Act 1995 and the Queensland Criminal Code Act 1899 contain

relevant provisions applicable to cyberbullying. 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”.

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

There are significant penalties for these offences. Spring Mountain State School strives to create

positive environments for all students at all times of the day, including while online. To help in

achieving this goal, Spring Mountain State School expects its students to engage in positive online

behaviours.

Page 33: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

33

Appendix F

Spring Mountain State School Minor and Major Behaviours

The following table outlines examples of minor and major behaviour incidents*

SPRING MOUNTAIN STATE SCHOOL MINOR BEHAVIOURS

These behaviours are seen as behaviours that are to be managed within the playground or

classroom OR are behaviours with no office intervention.

Behaviour Category Definitions & Examples

Bullying/

Harassment

THIS IS ONLY A MAJOR BEHAVIOUR

(As per definition – repeated/pattern of behaviour towards same person over a

period of time)

Defiant (Threats to Adults)

THIS IS ONLY A MAJOR BEHAVIOUR

(As per definition – this is only used if threats have been made to staff)

Disruptive

Any interference that disrupts the learning environment which does not

cause physical harm or injury to self or others.

Calling out, tapping, noises, out of seat, poking another student,

throwing items to another student, talking across the room, playing in

their tidy trays.

Dress Code

Not adhering to school dress code or uniform policy, not being sun

safe, not wearing appropriate footwear.

Singlet shirts, tight shorts/skirt, thongs, no hat, jewellery, expensive

jewellery, long/dangly earrings – spacers, nose piercings.

IT Misconduct

Inappropriate use of ICT – emails, internet, iPads, IWB, cameras,

mobile phones, printers.

Playing games during learning time, not using own password,

accidental damage to ICT equipment, refusal to log off, accessing

games and music.

Late

DO NOT USE- See Truant Skip Class

Lying/Cheating

Making a statement which one knows to be untrue.

Misdirection

“I had it first”

Not owing up to own behaviour/consequences

Blaming another student for behaviour – but it was self.

Misconduct Involving

Objects

Use of object in a way which it was not designed, but does not cause

injury to self or others.

Knocking over objects, knocking over chairs, playing with sticks,

jumping off monkey bars/fort area, bouncing football in undercover

area.

Non-Compliant with

Routine

Not being organised for class, refusing to follow teacher/class

expectations, not following classroom or playground routines.

Not following instructions immediately, refusing to move peg/name,

refusing break space, not playing in correct

play area.

Page 34: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

34

Behaviour Category Definitions & Examples

Other Conduct Prejudicial

to the Good and

Management of the School

THIS IS ONLY A MAJOR BEHAVIOUR

Physical Misconduct

Inappropriate or deliberate contact made by hands or feet which does

not result in injury.

Pushing, shoving, and pulling another student. Barging past another

student knocking them over. Tripping another student accidentally or

as a “game”. Throwing a ball and hitting student on the head (no

intent).

Possess Prohibited Items

DO NOT USE – USE PROHIBITED ITEMS

Prohibited Items

Possession of inappropriate non-school items, such as:

Trading cards, Pokemon cards

Toys, Soft toys, toy weapons, aerosol cans

Property Misconduct

Use of property in a way which it was not designed that does not cause

physical harm or injury to self or others.

Knocking over equipment, accidental broken school/others property.

Refusal to participate in

Program of Instruction

Resisting authority, engaging in power struggles, refusing to comply

with reasonable request.

When lining up, running away from the group. Not joining in and

participating during whole class activities on the carpet. Not completing

work.

Substance Misconduct

Involving Illicit Substance

THIS IS ONLY A MAJOR BEHAVIOUR

Substance Misconduct

Involving Tobacco and

other Legal Substances

THIS IS ONLY A MAJOR BEHAVIOUR

Third Minor Referral

THIS IS ONLY A MAJOR BEHAVIOUR

Threat/s to Others

THIS IS ONLY A MAJOR BEHAVIOUR

Truant/Skip Class

THIS IS ONLY A MAJOR BEHAVIOUR

Verbal Misconduct

Unsuitable use of words, calling names, use of inappropriate tones.

Page 35: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

35

Behaviour Category Definitions & Examples

Accidentally swearing. (after hurting themselves, or telling a story)

“This sucks”, “You’re a loser/idiot”

Inappropriate references to another person as “fat” or private body

parts

Other

DO NOT USE

POSSIBLE RESPONSES BY DUTY TEACHER OR CLASS TEACHER MAY INCLUDE:

Calm discussion – focused on problem solving, natural consequences, implementing a

teachable moment, reminder of expectations, chill out space, community service – pick up

papers, walk with me on duty, confiscation, out of play, move on the monitor, contacting

parent/s, non-participation in activity, detention for work completion.

Page 36: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

36

SPRING MOUNTAIN STATE SCHOOL MAJOR BEHAVIOURS

These behaviours are seen as behaviours that can no longer be managed within the playground or

classroom OR are behaviours that are considered for suspension.

Behaviour Category Definitions & Examples

Bullying/

Harassment

Constant and persistent behaviour with the intent to racially, physically,

verbally or mentally abuse/harm a targeted student or group of

students

Name calling, humiliating and embarrassing, stalking, gossiping,

spreading rumours, telling false stories, threatening and chasing, racial

comments, glaring, kicking, pushing and/or hitting

Cyber Bullying

Defiant (Threats to Adults)

Used ONLY as threats to staff

not defiance.

Verbal abuse and threats of violence towards staff members

Swearing at teacher/s and teacher aide/s

Threats to personal safety (“I’ll cut your throat”)

Threats to family safety (“I know where you live…” “I’m going to get…”)

Disruptive

Persistent and repeated behaviour with the intent to disrupt own and

others learning

Clicking, humming, whistling, banging, slamming and drumming of

equipment, tapping and touching other students, singing, screaming

and squealing, throwing things, movement around room or carpeted

area, calling out, chatting and/or inappropriate use of Break space

Dress Code

Inappropriate dress requiring the removal and change of clothing,

jewellery and/or hair accessories

Offensive language or symbols (swear words and/or racial comments)

Revealing clothing

Risks to Safety (large, chunky earrings)

IT Misconduct

Inappropriate use of ITs, software and apps and the wilful damage of

IT property

signing into someone else’s account

use of unsuitable sites (social media, pornography)

inappropriate context and language (emails, photos, posts, comments,

blogs, sexting)

Late

Deliberate and repetitive late arrives

arriving to school on time, leaving the school grounds and going to the

shops resulting in being late to class

wandering around school grounds and out of bounds areas instead of

going straight to class

constant late arrivals

Lying/Cheating

Constant and repetitive lying and/or cheating with intent to:

Deliberate misdirection/manipulation

spread false reports

copy assessment tasks and exams

blaming

Misconduct Involving

Objects

Deliberate usage of objects with the intention to harm others

Throwing objects (chairs, tables, rocks, sticks)

Striking with objects (sticks, rulers)

Page 37: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

37

Behaviour Category Definitions & Examples

Creation and use of weapons (sharpening pencils/sticks, knifes)

Threating to strike with objects or weapons

Stealing – with intent of keeping it

Non-Compliant with Routine

Consistent and repetitive refusal to comply with school routines

Remaining persistently non-compliant after teacher has given PBL

intervention and teachable moments and used the traffic light process

Not following instructions

Refusing Buddy Class

Other Conduct Prejudicial to

the Good and Management

of the School

An incident on excursion, representative school sport, extra curricula

activities, social media which puts the school or staff member in

disrepute.

Swearing at another referees, refusing to follow coach instructions,

disrespectful towards community members, stealing objects.

Physical Misconduct

Intentional and deliberate usage of body and actions to seriously harm

others

Harm to head and spine

Harm causing injury

Punching (fist), biting, kicking, tripping, scratching, tackling and/or

pushing

Possess Prohibited Items

DO NOT USE – USE PROHIBITED ITEMS

Prohibited Items

Deliberate possession of inappropriate and dangerous objects

Bags, pockets, pencil cases and/or tidy trays containing unsuitable

items (lighter, knife, razor blade, switch blade, aerosol cans, mobile

phones, electronic devices, pornographic material)

Property Misconduct

Intentional damage of property, furniture and/or equipment

smashing windows

grafting

punching and/or kicking holes in property

banging desks against walls

Refusal to participate in

Program of Instruction

Refusing bodily to obey staff (physically/verbally) during learning

activities/lessons.

Non completion of work activities

Refusing to adhere to classroom/schoolwide expectations

Refusing to join learning activities/complete set tasks

Ripping up work, scribbling on book

“I don’t have to – you’re not the boss of me”

Substance Misconduct

Involving Illicit Substance

Having possession of or affected by any illegal drug or non-prescribed

drug

Marijuana, synthetic drugs etc

Prescription medication that is identified as belonging to individual

Substance Misconduct

Involving Tobacco and other

Legal Substances

Having possession of or affected by any alcoholic substances, high

caffeine drinks/products or tobacco products

Monster drinks, V, Red Bull

Electronic cigarettes, tobacco, lighters, lighter fluid

Beer, spirits, pre-mix

Page 38: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

38

Behaviour Category Definitions & Examples

Third Minor Referral

DO NOT USE – USE NON-COMPLIANT WITH ROUTINE

Threat/s to Others

Written or verbal intent to inflict punishment or injury or desire to see

harm or death come to another person.

“I am going to kill you”

“I am going to get you after school with my brothers”

“You will not survive the weekend”

“I have a gun at home, and your name is on a bullet”

Truant/Skip Class

Missing school, skipping classes or leaving school grounds without

parent permission:

arriving to school on time, leaving the school grounds and going to the

shops resulting in being late to class

wandering around school grounds and out of bounds areas instead of

going straight to class

constant late arrivals

Verbal Misconduct

Repeated words or gestures directed toward others in a demeaning or

provoking manner, including racial or religious slurs.

Swearing/using abusive nonverbal signs at a teacher or visiting adult

Racial words like “nigger”, “blackie”, “yellow skin”

Other

DO NOT USE

ACTIONS TAKEN AS A RESULT OF AN MANE REFERRAL ARE CASE SPECIFIC, BUT MAY

INCLUDE:

Contacting parent/s, non-participation in activity, detention, suspension, intervention identification, exclusion

Page 39: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

39

Appendix G

Debriefing Reflection Questions

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 your 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?

Would you do something differently next time?

What could we have done to make the physical intervention less invasive?

Debriefing should provide information on:

who was involved

what happened

where it happened

why it happened; and

what we learned

Page 40: Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching

40

Appendix H

Managing Angry aNd Emotions (MANE Referral – Major Behaviours)