Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is...
Transcript of Our Responsible Behaviour Plan for Students... · This Responsible Behaviour Plan for Students is...
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2019
Responsible Behaviour Plan for Students
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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:
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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
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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).
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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.
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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.
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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
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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:
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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
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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
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12. Endorsement
____________________ ______________________
Principal P&C President or Chair, School Council
Date Effective: from ……………………. to …………………………….
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APPENDICES
22
Appendix A
Essential Skills for Classroom Management
23
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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
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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.
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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.
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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
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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
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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
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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
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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:
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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.
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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.
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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.
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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.
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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)
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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
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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
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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
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Appendix H
Managing Angry aNd Emotions (MANE Referral – Major Behaviours)