Responsible Behaviour Plan for Students Purpose... · REBOOT MINDSET CHECK-IN Implementation in...

Responsible Behaviour Plan for Students

Purpose Deception Bay State High School is committed to providing a supportive school environment where all members of the school feel safe and are valued; where social and academic learning outcomes are maximised for all through quality curriculum and pedagogy, interpersonal relationships and school organisation; where school practices are proactive rather than reactive and where non discriminatory language and behaviours are defined, modelled and reinforced. The Responsible Behaviour Plan for Students is the means by which we ensure that this supportive school environment is established and maintained. At Deception Bay State High School we are committed to our mission statement:

Empowering Learners to Thrive

Our students will experience a complete education that supports their academic, social, emotional and physical development preparing them for future pathways and life long learning. The following beliefs underpin our Responsible Behaviour Plan:

§ All students have the ability to learn § Learning is a life long process § Learning involves productive partnerships with students, teachers,

parents/caregivers and the wider community § All students have the right to a complete education § Learning must prepare students for life as global citizens.

These beliefs are underpinned by our Positive Behaviour for Learning (PBL) rules and values.

PBL RULES Safety Respect Cooperation Learning

VALUES Belonging Integrity Aspiration Persistence

Consultation and data review Deception Bay State High School developed this plan in collaboration with our school community. The Positive Behaviour for Learning Tier 1 Team has informed the development and refinement of this plan. A review of school data relating to attendance, school disciplinary absences and behaviour incidents from 2017-19 also informed the development and review process. The Plan was endorsed by the Leadership team, the President of the P&C and Assistant Regional Director in March 2019, and will be reviewed in 2020.

Learning and behaviour statement

Classroom management is at the core of business for all teachers. Effective Teaching and Learning utilising the whole school pedagogical framework, Dimensions of Learning, provides a safe, positive, productive and challenging learning environment. Each individual teacher utilises Dimension 1 and 5 to ensure the classroom climate supports all learners and sets a foundation for quality learning and quality learning outcomes: DIMENSION 1 | ATTITUDES AND PERCEPTIONS We all know that we learn more effectively when we have a positive attitude. It is the responsibility of both the teacher and the student to work to maintain positive attitudes and perceptions. Our aim would be for students to: • Feel accepted by their teachers and each other • Have a sense of comfort and order • See learning tasks as interesting and worthwhile • Believe they have the ability and resources to complete tasks • Understand and be clear about learning tasks DIMENSION 5 | HABITS OF MIND (HOM’s)

Teachers utilise the HOM’s to form a backdrop for effective learning to help with school work and set a good foundation for students in the future.

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

When parents enrol their students into Deception Bay State High School they enter into a partnership with the school. This partnership is based upon shared responsibility and mutual respect to ensure the school environment is dynamic and congruous. Deception Bay State High School ensure all required support is available under the PBL tiered framework:

• Tier I: Universal support • Tier II: Targeted and classroom support • Tier III: Intensive individual student support

Universal behaviour support

Deception Bay State High School has consistent processes for managing behaviour and a variety of programs to create a positive school culture. Positive Behaviour for Learning Program – The Right Way, the Smart Way, The D’Bay Way The school has adopted the Positive Behaviour for Learning program to support the behaviour needs of all students within a whole school context.

We communicate behaviour expectations through our school wide rules: SAFETY | RESPECT | LEARNING | COOPERATION

…and through our school values:

PBL Matrix

All Settings Safety

• Use equipment/facilities appropriately • Follow staff instruction • Stay within school grounds and designated areas • Follow school and classroom safety procedures • Bring only legal and necessary equipment to school

Respect

• Hands off others and their belongings • Speak politely and respectfully to others at all times • Be patient and tolerant • Wear the school uniform correctly

Learning

• Be on time for all lessons • Be on task in all classes • Be prepared for all classes • Follow set classroom procedures

Cooperation

• Follow teacher instructions • Help other students • Pick up litter when you leave an area

Classrooms Safety

• Wait quietly for teacher before entering classroom • Enter classrooms safely and in an orderly fashion • Bring only necessary equipment • Use all equipment correctly • Walk quietly at all times • Keep your area tidy

Respect

• Hands off others and their equipment/belongings • Get permission to leave the classroom • Follow all teacher instructions immediately

Learning

• Complete all work/assessment/homework and submit on time • Use computers/internet appropriately • Be organised and ready to learn • Have correct materials • Stay on task at all times

Cooperation

• Share equipment/resources where appropriate • Leave classroom in tidy condition • Put up your hand before speaking • Let others have a say • All personal electronic devices are turned off and out of sight

Transitions Safety

• Always walk on pathways • Use all school equipment appropriately • Follow teacher directions • Follow safe travel procedures

Respect • Speak politely and respectfully to others at all times • Keep hands, feet and other objects to yourself • Wear the school uniform

Learning

• Access amenities during breaks • Move directly to your next class on the bell • Be at class on time

Cooperation

• Be aware of other students’ movements • Give way to other students/teachers where necessary • Wait quietly for teachers outside classrooms

Canteen Safety

• Line up in an orderly fashion and wait your turn • Speak quietly and do not yell • Always walk

Respect

• Pay for all items you select • Speak politely, use good manners and treat with courtesy all

tuckshop workers • Keep area clean and pick up all waste

Cooperation

• Follow all rules, signs and directions • Only be in area if you are buying food

Amenities Safety

• Leave the area clean and tidy after use • Use toilets and washbasins appropriately

Respect

• One person per cubicle • Leave when you are finished and return to class immediately • Ask teachers permission to go to toilets if during class time

Cooperation • Report smoking and damage immediately Outdoor Areas Safety

• Play and interact safely with others in appropriate areas • Use all equipment appropriately • Be sun safe • Wear enclosed shoes at all times • Only play non contact sport unless under the direction of a teacher

Respect

• Eat food in appropriate areas and place all waste in bins • Play according to agreed rules • Use appropriate language • Act responsibly and maturely when not under direct supervision

Cooperation

• Move to class as soon as the warning bell sounds • Share equipment/space and allow others to participate

Assembly Safety

• Keep hands and feet to yourself • Proceed in and out of Gym in an orderly fashion • Follow safe travel procedures

Respect

• Listen attentively • Applaud appropriately • Follow teacher directions • Follow all conventions of assembly

Cooperation

• Turn off and put away all electronic devices • Sit in designated area

Off Site Activities Safety

• Follow all teacher/ leader instructions • Be sun safe • Use all equipment appropriately

Respect

• Use good manners and appropriate language at all times • Represent the school with pride • Always wear school uniform unless otherwise stated • Interact politely with members of community

Learning

• Bring required materials/ information • Listen attentively • Engage in all activities

Cooperation

• Return consent forms by due date • Abide by rules/conditions of venue

These expectations are communicated to students via a number of strategies, including:

• Explicit behaviour lessons conducted by classroom teachers. • Each fortnight, a specific rule will be promoted. • Reinforcement of learning from behaviour lessons on School

Assemblies and during active supervision by staff during classroom and non-classroom activities.

Are you ready to learn? Every lesson, every day.

RESP

ECT

COOP

ERAT

ION

Punctuality - be on time and line up quietly outside classroom

P P P P

Have learning equipment ready

P P

Hats/headphones off and out of sight

P P Sit in your seating plan

P P P P

Hands off others and their belongings

P P Follow teacher instructions

P P P

Use technology appropriately and with teacher permission

P P

Complete set work diligently and on time

P P

Exit the classroom when dismissed by the teacher

P P

Ensure the classroom is left in a tidy condition

P P P

THE D’BAY WAY – Classroom expectations

WHOLE SCHOOL PROACTIVE PROCESSES AND PREVENTATIVE PROGRAMS

GENERAL CLASSROOM NORMS

GREETING • Always smile and say hello to students • Make eye contact with as many as you can • Ask students to come over and stand in two

lines (congratulate if already done so) • Wait and scan as they approach. Repeat

instructions of required

ENTERING • Arrive promptly for class • Have all necessary equipment out • Hands and feet off each other and their

belongings • Enter the room upon teacher instruction • Walk inside in a clam and orderly manner

STARTER ACTIVITY Students are given a starter activity that serves the purpose of engaging and settling students straight away when they come into the classroom

REBOOT MINDSET CHECK-IN Implementation in 2017 Utilised in all JS classes to build self-regulation in the learner

REWARDS PROGRAM

SCHOOL PROCESSES/ PROGRAMS TEACHER’S TOOLBOX

Vivo Rewards Program and Senior Shout Outs where student behaviour that builds school culture and capacity is recognised and rewarded

Classroom Management Flowchart (Table B) See ‘Consequences for Unacceptable Behaviour’

Teacher training to develop the DBay teacher toolkit • Dimensions of

Learning and Habits of Mind

• Ruby Payne: Understanding Poverty

• ESCM: Essential Skills for Classroom management & Classroom profiling

• Restorative Justice

• Excellence in Teaching

• Reboot strategies

• Deeper Learning • PBL • High Impact

Strategies • Oracy • Co-operative

Teaching • 21st Century

Skillls

Positive Behaviour for Learning PBL rules and school values are explicitly taught so that students know what is expected,; they understand the language; and understand how the rules apply in various situations.

Everyday Counts Attendance Award 95-100% attendance awards

LEARNING FOR LIFE • Reboot social emotional learning and positive

education program. • Engagement of students in reading • Test and track students reading comprehension

age • GROW Coaching for senior student goal setting

and development. • Engagement in post schooling life skills for SS.

DBay Way Awards PBL awards for effort and behaviour

POD CLASSES JS students are placed in POD classes to ensure consistent classroom management strategies and individual management strategies across all CORE classes used by all POD teachers.

Staff perpetual trophy and Vivo top user awards Recognition of staff investment in rewards program and promotion of PBL

Restorative Practice When rules are violated and relationships are strained between members of the school community, students, staff and/or parents, the restorative approach is the preferred option to build social capital. Camps and Big Days Out Some year levels attend a camp throughout the school year, where skills in leadership, teambuilding, challenge and positive relationship building are promoted and taught.

Targeted behaviour support For students who have challenging behaviours and are at risk of disengaging, we provide various opportunities for support.

INDIVIDUAL SUPPORT | STUDENT SUPPORT SERVICES GUIDANCE OFFICER CHAPLAINS, INDIGENOUS AND PASIFIKA

ISLANDER support • General counselling • Career counselling • Social/emotional concerns • Mental health concerns • Psychometric assessments • Subject selection • Targeted individual and group work (e.g.,

anger management). • Referrals to external agencies • Student protection • University/TAFE matters

• Individual student support • Small group work – Social Emotional

Support • Cultural information, support and advice • Classroom programs (e.g. Yarning Circle) • Excursion support to assist students with

specific needs • School camps to assist students with

specific needs

SCHOOL BASED YOUTH HEALTH NURSE YOUTH SUPPORT CO-ORDINATOR • Health promotion and education • Individual and groups support • General health information • Referrals to external agencies • Social/emotional concerns • Healthy lifestyles • Tobacco, alcohol, drugs • Sexual health • Puberty

• Promoting school engagement by helping students affected by family, personal, mental health and interpersonal issues to stay at school

• Assisting with transitions to further education, training and employment

PBL SUPPORT | TIER II Our PBL team collect data twice termly (teacher feedback, OneSchool behaviour incidences, attendance, academic results) to identify Tier II students and inform the required support.

Targeted behaviour support occurs around a specific setting, issue, student or group of students. Development and implementation of targeted support is team based and develops strategies that prevent or minimize the occurrence.

INIDIVIDUAL MONITORING AND SUPPORT Behaviour Monitoring Sheets Students are placed on daily monitoring sheets. These sheets are monitored by the appropriate support person and have rewards attached to positive behaviours and consequences attached to negative behaviours. Behaviour Monitoring sheets are completed in consultation with the Year Level Co-ordinator and the relevant parent/caregiver.

Check-ins • Daily check ins with case managers and

Year Level Leader / DP

Home visits Students with prolonged absence may be visited at home by support staff, Year Level Leader, Deputy Principal or Principal.

GROUP/CLASS SUPPORT Classroom Management Plans To support students to make better behaviour choices, teachers will develop Classroom Management Plans that explore consequences both positive and corrective and proactive group and individual strategies that can be used consistently within POD classes.

REBOOT | Consult and collaboration Face-to-face support in school to support POD classes exhibiting disruptive behaviours and coach and support POD teachers. Circle Time This restorative practice is led by our Community Education Counsellor to improve social-emotional intelligence, self-esteem, individual and class behaviour.

Journal Group Students focus on positive psychology principles of positive emotions and relationships to reflect on personal experiences.

SCHOOL PROGRAMS SUPPORT STAFF PROGRAMS Various group programs led by the Support team to build self-esteem and self-worth, make positive choices, manage anger, build resilience and make healthy choices.

FUTURES A senior phase off-site learning program catering for students ‘at risk’ of disengaging or who have disengaged from mainstream schooling.

Power Up Program Nominated junior students participate in a program that builds social skills, life skills and resilience.

ASPIRE An alternate program Actively Supporting Parents with Infants to Re-engage in Education. Students with infants are able to access their education, receive specialist support and case management, while their children are in adjunct care.

Peninsula Program An alternate program for junior secondary students who have displayed behaviours that require intensive support to re-engage in learning. Shared with Clontarf Beach SHS and Redcliffe SHS based at Kippa-Ring SS.

Reboot Room Restorative justice support is provided during an agreed period of withdrawal from lessons. During this time, students work on learning and behaviour goals in order to successfully re-engage with their classes.

Intensive behaviour support Students identified as needing intensive behaviour support are those who:

- Have had targeted support through the above strategies and are still at risk of significant educational underachievement due to their inappropriate behavior.

- Are disrupting the learning of others and threaten the safety of self and others.

Administration staff assist in the co-ordination of a Tier III team involving trained teachers and specialist PBL support. To further support Tier III students Individual Behaviour Support Plans (IBSP) are developed by trained Case Managers.

IBSP process 1) Data gathered (teacher feedback, OneSchool behaviour

incidences, attendance, academic results) to identify Tier III students

2) Case Manager assigned to the student 3) Case manager, Teachers, the student and parents/carers are

involved in the collaborative process of preparing the Individual Behaviour Support Plan.

4) A wide range of data gathered inform the IBSP. 5) Teachers are made aware of teaching strategies and acceptable

goals for the student. 6) Students on an Individual Behaviour Support Plan are required to

have attendance records and monitoring goals for class lessons. 7) A record sheet is taken to each lesson, where the teacher, in

consultation with the student, identifies goals that have been achieved in that lesson.

The IBSP continues to be reviewed and adjusted if necessary based on feedback and behaviour data. A Behavioural Assessment is focused on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviours. Interagency groups are used to coordinate services to meet the needs of students identified with persistent or extreme problem behaviours. Agencies contributing may include: ASHA program, Autism Queensland, Disability Services Qld, Child & Youth Mental Health, Qld Health, Department of Child Safety, Police, Local Council, D’Bay Neighbourhood Centre, DBCYP, Checkpoint, Headspace, Worklinks and EQ Regional Office.

Emergency responses or critical incidents It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action. Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy. Basic defusing strategies Avoid escalating the problem behaviour (Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language). Maintain calmness, respect and detachment (Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally). Approach the student in a non-threatening manner (Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates). Follow through (If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour). Debrief (Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations).

Physical Intervention and Restraints – Immediate or Emergency Response

(Refer to Appendix 5)

Appropriate physical interventions and restraints may be used to ensure

that Deception Bay State High School’s duty of care to protect students and

staff from foreseeable risks of injury is met. The use of physical restraints

(manual restriction of a student’s movement for reasons of safety) is only

considered appropriate where the immediate safety of others is threatened

and the strategy is used to prevent injury.

Staff may make legitimate use of physical restraints if all non-physical

(including defusing strategies) and more moderate physical interventions

have been exhausted and a student is:

• physically assaulting another student or staff member; or

• posing an immediate danger to him/herself or to others; or

• to prevent serious property damage.

Staff will:

• give clear verbal instruction before physical restraints are used, unless the

urgent nature of the situation makes this impractical

• call for assistance from another member of the school staff and make

arrangements to ensure that other students in the vicinity are safe and

properly supervised

• notify the principal (if not directly involved) and the student’s parent of the

incident detailing:

o the behaviour that preceded the use of physical restraint

o the type and duration of restraint used

o staff members and other witnesses present during the period of the

restraint

o student’s physical condition before and after the period of physical restraint

o planned future action to prevent further incidents of the behaviour

More moderate physical intervention can involve coming between students,

blocking a student’s path, leading a student by the hand/arm, shepherding

a student by placing a hand in the centre of the upper back, removing

potentially dangerous objects and, in extreme situations, using more

forceful restraint.

It is important that all staff understand:

• physical intervention cannot be used as a form of punishment;

• physical interventions and restraints must not be used when a less severe

response can effectively resolve the situation and

• the underlying function of the behaviour.

Physical interventions or restraints are not to be used as a response to:

• school disruption;

• refusal to comply;

• verbal threats;

• property destruction, unless serious; and

• 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 achieve the desired result; and

• take into account the age, stature, disability, understanding and gender of

the individual student.

Debriefing

Following each instance involving the use of physical restraint:

• debriefing to be provided for the student and any other students after a

suitable interval of time has elapsed

• a debriefing meeting with the relevant staff members to be held

• an individual plan to be developed if physical restraint is deemed

necessary as an ongoing strategy

Record Keeping

Each instance involving the use of physical restraint must be formally

documented. The processes can be found at

http://ppr.det.qld.gov.au/corp/hr/workplace/Pages/Health-and-Safety-

Incident-Recording,-Notification-and-Management.aspx online. Following

each instance involving the use of physical restraint, the following records

are to be maintained:

• Physical Intervention Incident Report (Appendix 5)

• Debriefing Report (Appendix 5)

Use of Time Out: Responsibilities of Principal and Teachers • Keep the student in any time out area under supervision at all times

• Ensure the student is safe

• Give the student opportunity to re-join class in intervals of no more than 10

minutes

• Provide the student with opportunities to complete assignments or

assessments to fulfil educational requirements

• If applying time out as a management technique, ensure that it is consistent

with developmental stage of the student and any special needs that the

student may have

• Should use of time out with a particular student become increasingly frequent

or regular, develop more comprehensive strategy to support student’s full

participation in the educational program.

Consequences for unacceptable behaviour Consequences for unacceptable behaviour are intended to be logical, educative and restorative. It is our aim to encourage all students to participate productively in the learning experiences provided and to respect the rights of others. Choices of consequences are listed on the tables below and are managed after consideration of the circumstances, severity of the behaviour and practicality of provision. Research has shown that the certainty of a consequence is more powerful in producing change than the severity. We also know that when students consider a consequence as fair they are more cooperative and connected to the community. Unacceptable behaviour can only occur in the wider context of acceptable behaviour and students need to know the standard of acceptable behaviour. At Deception Bay SHS acceptable behaviour is:

Ø Safe, Healthy and Lawful Ø Respectful and Orderly Ø Productively Participating

In 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. The restorative practice process in dealing with unacceptable behaviour would generally follow:

• Enquiring – ‘Who did what and when to whom? And also ‘What were you thinking at the time? How did you feel at the time? Now?’

• Exploring the implication/harm ‘ Who do you think has been harmed by what has happened? By your actions? How has this affected others? You? Your family?’ Etc etc

• Accountability ‘What has to happen to make things right/better? ‘What do you need to say or do?’

TABLE A is an example only of the type of structure that reflects practice. It is not a binding example of the processes/practices in place. The school does not operate a rigid sequential ‘level’ structure in relation to behaviour support/intervention but this example shows delineation between the stages of support/intervention and consequences. TABLE B is an example of a flowchart that defines minor and major behaviours and the responsibilities of relevant school staff with possible consequences. The flowchart can be used in conjunction with the more detailed TABLE A to make decisions about who and how to deal with inappropriate or unacceptable behaviour.

RESPONSES TO INAPPROPRIATE OR UNACCEPTABLE BEHAVIOUR AT DECEPTION BAY SHS TABLE A.

Behaviour Positive proactive strategies Response strategies

Whole school behaviours

At this level, students are on task and positive reinforcement is appropriate

Classroom: • Explicit teaching of rules & expected behaviours • Class program differentiation – resources, teaching strategies,

products and feedback • Use of teaching microskills • Schoolwide Norms: Structures, routines and procedures • Parent teacher communication • Report cards • Problem Solving Models • Positive Behaviour for Learning Program Whole school: • Positive Behaviour for Learning Program • Social skills programs (The Power of Words, RAP-A, A2B,

Shine, Pearls, Character Counts) • REBOOT initiatives • School process to appraise, profile and support students with

special needs • Structures, routines and procedures • Assembly awards • Data Collection • Teacher Professional Development: D’Bay Teacher toolbox

Positive reinforcement of appropriate behaviours and positive achievements could include: § Verbal reinforcement § Record of achievements for formal

acknowledgement § Phone calls/letters/emails to parents to

acknowledge good behaviours/achievements

§ Vivo rewards system § PBL postcards § D’Bay Way awards determined from

effort and behaviour criteria

Behaviour Positive proactive strategies Response strategies

Targeted behaviours • Monitoring

Teacher initiated actions could include: § Affect statement

Inappropriate student behaviours to be dealt with at this level might include: § Minor classroom and

playground behavioural incidents

§ Ignoring instruction § Lateness to class § Littering § Verbal abuse § Non compliance with school

uniform policy § Eating/drinking in

classrooms/ foyers § Failure to follow instructions § Unauthorised use at school

of mobile phones, audio and video recording devices, and cameras including such devices on mobile phones (Refer to Appendix 1)

§ Harassment and bullying of other students and staff, including cyber bullying (Refer to Appendix 2)

• Reteach expected behaviours • Communication with parents • Mediation • Cool down time • Time Out card • Buddy classes • Alternative lunch program • Change location, remove object • Parent meetings • Guidance referral

§ Restorative chat § Verbal negotiation § Behaviour monitoring sheets § Reminder of classroom expectations § Time Out to calm down and rejoin class § In class separation or isolation § Removal from classroom for one-on-

one resolution § Assign student to accompany a teacher

on playground duty § Assign student a lunchtime or after

school detention § Contact with parents. § Buddying to another class (Appendix 3) NB: Class teacher/ Head of Faculty to record all incidents and actions into One School and phone home. If repeated applications of the above actions produce no improvement in the student’s behaviour, then the student should be referred to the Head of Faculty for action

Behaviour Positive proactive strategies Response strategies Intensive behaviours

Inappropriate student behaviours to be dealt with at this level might include:

§ Gather and monitor data § Reteach expected behaviours § Communication with parents

YLC and DP in consultation with the class teacher will initiate actions which could include:

§ continued and repeated targeted behaviours

§ referrals from class and/or year level coordinators

§ repeated defiance § all forms of bullying § stealing § truancy § unauthorised leaving of school

grounds § unexplained absence § physical aggression; inappropriate

physical contact § smoking § pornography § intimidation of staff § vandalism § sexual harassment/ misconduct. § Continued and high level harassment

and bullying of other students and staff, including cyber bullying (Refer to Appendix 2)

§ Any behaviour inside or outside the school that damages the reputation, or affects good order and management of the school.

§ Cool down/ time out card § Individual Behaviour Support Plans

including daily monitoring and feedback

§ Alternative program § Change location, move object § Parent meetings § Guidance referral § Restorative Practices § Referral to external agency § Re-entry Program

§ Behaviour monitoring sheet § Restorative chat § Restorative Class Conference § Circle Time § Peer mediation or Restorative

Conference § Referral for assessment and specialist

support – Support Teacher - Learning Difficulties, Advisory Visiting Teacher, Student Support Teacher, and Guidance Officer.

§ Individual Behaviour Support Plan § Lunch or after school detention § Community service § Restitution – parent/carer contact § Parent/carer contact – referral § Referral to Deputy Principal § Recommend suspension to Principal § Mandatory reporting if warranted NB: Class teacher/ Head of Faculty to record all incidents and actions into One School and phone home

Behaviour Positive proactive strategies Response strategies Dangerous and/or unlawful

student behaviours Inappropriate student behaviours to be dealt with at this level include: § Extreme or repeated

incidence/s of intensive behaviour

§ Possession of drugs § Under the influence of an

illicit drug while at school § Supply of drugs § Possession of a

weapon/dangerous substances/ contraband

§ Use of a weapon (Refer to Appendix 4)

§ Violent assault.

§ Counselling § Student Support Team assistance § Referral to external agencies § SETP Plan review § Alternative pathways

Principal, in consultation with Deputy Principals and GO determines the most appropriate course of action which may include any of the following: § Individual Behaviour Agreement § Parent/carer interview § Community Accountability Conference § Police notification § Suspension § Exclusion § Discipline Improvement Plan § Cancellation of enrolment

NOTE

1) Principals will make determinations on what they contest has reasonably occurred based around the balance of probabilities from the evidence gathered.

2) Principals have the right to exclude a student on the following grounds: o Disobedience and/or o Misconduct and/or o Other conduct prejudicial to the good order and management of the school

TABLE B:

Bullying and cyber-bullying (Refer to Appendix 2) What is bullying? Bullying is an issue in very Queensland school. Bullying is a deliberate act to hurt someone physically, verbally or psychologically. Bullying is an issue of power. What is cyber-bullying? Cyber-bullying is when one student is targeted by another through the use of digital technology, mobile communication devices or through the internet. The aim of this targeting may be harassment, stalking, threats or other forms of harmful behaviour. What does Deception Bay SHS do to prevent bullying?

• Ongoing discussion of our school stance on bullying. - No tolerance | No way! • Deception Bay SHS makes reference to bullying at whole school assemblies, enrolment interviews, Learning for Life curriculum and PBL lessons. • Use of Stymie website to allow student and parents/guardians to anonymously report incidences of bullying. • Formal mediation process led by our trained facilitator. • Collection and analysis of student behavioural data.

• Monitoring of the teaching and learning environment by teachers, administration and support staff inside and outside of the classroom.

What to do if you are bullied? • Report it: Bullying will continue if those responsible think they can get away with it. It is your

right and responsibility to report bullying. How Deception Bay SHS manages the bully? • If identified as a bully, you will undertake a program with a member of the Support team. • You will sign an agreement identifying the bullying behaviour and clarifying the consequences

if the behaviour reoccurs. • You may be requested to participate in the restorative process by acknowledging your

behaviour and agreeing to “make things right” with the victim. • In most cases, suspension will follow if the behaviour reoccurs. • If the behaviour is ongoing and persistent and is conduct that is prejudicial to the good order

and management of the school, the Principal may determine that the behaviour is so serious that external suspension is inadequate and exclusion may be considered.

Network of student support Deception Bay State High School considers the individual circumstances of students when applying support and consequences by: § Promoting a teaching/learning environment which is responsive to the diverse needs of its

students. § Establishing procedures for applying fair, equitable and non violent consequences for

infringement of the code ranging from the least intrusive sanctions to the most stringent. § Recognising and taking into account students' age, cultural background and their emotional

state. § Recognising the rights of all students to:

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

socioeconomic situation and impairment. 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 will be considered at all times.

When determining consequences, the Code of School Behaviour, principles of natural justice and the rights of community members will be considered. Consideration of individual circumstances Deception Bay State High School considers the individual circumstances of students when applying support and consequences by: § Promoting a teaching/learning environment which is responsive to the diverse needs of its

students § Establishing procedures for applying fair, equitable and non violent consequences for

infringement of the code ranging from the least intrusive sanctions to the most stringent § Recognising and taking into account students' age, cultural background and their emotional

state. § Recognising the rights of all students to:

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

socioeconomic situation and impairment. 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 will be considered at all times. When determining consequences, the Code of School Behaviour, principles of natural justice and the rights of community members will be considered. The network of student support Students at Deception Bay State High School are supported through positive reinforcement and whole school, targeted and intensive behaviour support, by the following personnel:

§ Parents § Teachers – Learning for Life and classroom § Year Level Leaders § Case Managers § Head of Department § Administration Staff § Master Teacher § Guidance Officer § School Chaplains § School Based Youth Health Nurse § Youth Support Co-ordinator § PBL Co-ordinator § Senior Guidance Officer § Pacific Islander Liaison Officer § Community Education Officer (Indigenous Support)

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

§ Autism Queensland § Disability Services Qld § Child & Youth Mental Health § Qld Health § Department of Child Safety § Police § Local Council § DBCYP/YPET/Worklinks § Neighbourhood Centre § PCYC

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

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

Some related resources

• National Safe Schools Framework • Working Together resources for schools • Cybersafety and schools resources • Bullying. No way! • Student Wellbeing Hub

Appendix 1

The Use of Personal Technology Devices* at School The school policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Mobile phones and other electronic music devices The school also recognizes that mobile phones and other electronic music devices, are now part of teenage culture and that parents wish students to have mobile phones as a means of security and safety. Mobile phones and other electronic music devices can, however, be a disruption to a school’s learning environment for they can adversely affect classroom operations, be used in our school in a way that is prejudicial to the good order and management of the school, be a means of bullying and be an invasion of privacy for other students and teachers.

The school policy for mobile phone and other electronic music device use on school grounds is that students are allowed to bring them to school (not including portable speakers) or to school events and that:

1) Phones and music devices are to be turned off during all instruction and assembly time. They are not to be used, seen or heard in class or during the instructional periods of the school day either inside or outside the classroom

2) Students who use mobile phones and electronic devices in an inappropriate manner as outlined in 1 above will be asked to hand their device into the school office from where they can be claimed by the owner at 2.30pm unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

3) Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly.

4) Refusal to follow 2 will be considered refusal to follow teacher instructions and consequences as outlined in the school’s Responsible Behaviour Plan for Students will be applied.

5) Security of mobile phones and other electronic devices is the responsibility of the owner. If parents/caregivers need to contact their child during school time this can be done by contacting school office.

6) Unauthorised use at school of audio and video recording devices, and cameras including such devices on mobile phones is not allowed Personal Technology Devices Banned From School Students must not bring valuable personal technology devices like cameras or digital video cameras to school as there is a risk of damage or theft. Similarly, portable speakers are not permitted as they are disruptive and are at risk of theft or damage. Such devices will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline. Recording voice and Images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Deception Bay State High School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) for any purpose, including the dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting), builds a culture of distrust and disharmony.

Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher. A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1 or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Students involved in: • recording; and/or disseminating material (through text messaging, display, internet uploading etc); and/or, • knowingly being a subject of a recording Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS. Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school should ensure they keep the message as evidence and bring the matter to the attention of the school office. Assumption of cheating Personal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments. Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, portable speakers, laptop computers, tablet computers, cameras and/ or voice recording devices (whether or not integrated with a mobile phone or MP3 player), iPads, mobile telephones, iPods and devices of a similar nature.

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

Appendix 2

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

1. Deception Bay State High School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to:

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

• raising achievement and attendance • promoting equality and diversity and • ensuring the safety and well-being of all members of the school community.

2. There is no place for bullying in Deception Bay State High 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. Bullying behaviours that will not be tolerated at Deception Bay State High School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to: • race, religion or culture • disability • appearance or health conditions • sexual orientation • sexist or sexual language • young carers or children in care.

5. At Deception Bay State High School there is broad agreement among students, staff and parents that

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

6. 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.

7. The anti-bullying procedures at Deception Bay State High School are an addition to our already research-validated School Wide Positive Behaviour support processes (the right way, the smart way, the D’Bay way). This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so, including the D’Bay Way Rewards program. 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

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

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

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

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

• 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 and acknowledgement through the Vivo Rewards program

• 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.

9. The student curriculum modules of the anti-bullying process, including cyberbullying, consist of lessons taught by all teachers in all classrooms to a schoolwide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.

10. 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 Deception Bay State High 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’.

11. The school uses ‘Restorative Practices’ and mediation to settle disputes and overcome and move forward from the damage caused to relationships following incidences of bullying. This can take the form on one to one mediation, group mediation and whole class conferencing. In certain cases community accountability conferences are held.

12. Deception Bay State High School uses behavioural data for decision-making. This data is entered into our database on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process. Personal technology devices policy

13. To reduce the incidences of bullying involving the use of mobile phones and other electronic devices the school has a personal technology device use policy. (refer appendix 1)

Appendix 3

STUDENT REFERRAL TO BUDDY

STUDENT NAME

DATE

PERIOD

REFERRING TEACHER

ROOM

TIME SENT

BUDDY TEACHER

ROOM

SUBJECT WORK GIVEN ¨ Yes Details: _________________________________

BEHAVIOUR DESCRIPTION (IF APPLICABLE)

Incident Type Strategies

¨Major (Reception to enter description from Categories) Buddy Process

¨Minor (Reception to enter description from Categories)

Location

Classroom

Categories Motivation for Behaviour

¨Bullying/Harassment Öbtain Peer Attention

¨Defiant/Threat/s to adults Öbtain Adult Attention

¨Disruptive Ëscape/Avoid Instructional Task

¨Misuse of Electronic Device Ëscape/Avoid Activity or Event

¨Non-compliant with routine ¨Don’t Know

¨Property Misconduct

¨Verbal misconduct

¨Threat to students Referrals- Minor- Refer to YLL, HOD and Buddying teacher

¨Substance Misconduct involving illicit substance Major- Refer to YLL, HOD, DP and Buddying teacher

¨Substance Misconduct involving tobacco & other legal substances (Sport- Sport Co-ord, HOD HPE, L4L-YLC and DP, Tier III-CM&D

STUDENT REFERRAL TO BUDDY GUIDELINES

§ Buddying is a process used in the school by a teacher who needs to remove a student who is not

engaging in learning and is disrupting other students. § Buddying is to be used when a range of classroom management strategies have been tried (these

are identified on the form) and the student in question is severely disrupting the learning of other

students or refusing to engage in learning. § Students are not to be buddied in the first 15 minutes of the lesson – students are to be given the

opportunity to enter the room and engage in the learning, OR the final 10 minutes of the lesson. § If the situation arises where a student needs to be buddied, complete the referral form and send it

with the student to the student Resource Centre. A teacher aide will enter the Buddy information

from the form the teacher sent with the student into OneSchool and send the student to the

appropriate Buddy classroom. § It is the Buddying teacher’s responsibility to:

o send the student with work to complete, and with a reflection sheet

o follow up with the student and make a phone call home to inform parents/caregivers of the

behaviour concerns. o remind the buddied student that they will complete a lunch detention to further support the

restorative process.

Follow Up after Buddy

• Before the start of the next lesson, it is the teacher’s responsibility to conduct a restorative chat with the student, to ensure they are reminded of expectations and reflect upon their behaviour. If needed, make arrangements with a YLL or HOD to assist you in conducting the restorative chat.

• Teachers are responsible for monitoring attendance at detention. When you Buddy a student, the teacher informs the student that they must attend a lunch break detention in S2 at the next lunch break. Check the list of attendees during lunch detentions. If a student does not attend, you may remind them again to attend the detention. If they do not attend after the second reminder, then you then pass this on to your Year Level Leader to follow up. �

• Follow up phone call home. If you Buddy a student, you must call home to notify a parent. This is really important as students with 3 Buddies in a week can be suspended internally or even externally, and parents may be able to be proactive when they learn of their child’s

Template Version Control: 24 January 2014

Appendix 4

WORKING TOGETHER TO KEEP DECEPTION BAY STATE HIGH SCHOOL SAFE: PARENTS

We can work together to keep knives out of school. At Deception Bay State High 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 school Administration can take tough action against a student who brings a knife to school.

• If a student has a knife at school, principals can inform the police. • Possessing a knife at school may result in serious disciplinary consequences including Suspension and

Recommendation for Exclusion or Proposal for Exclusion. • 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 Deception Bay State High 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 a Deputy Principal on 07 3897 2222.


WORKING TOGETHER TO KEEP DECEPTION BAY STATE HIGH SCHOOL SAFE: STUDENTS

We can work together to keep knives out of school. At Deception Bay State High School:

• Every student has the right to feel safe and be safe at school. • There is no reason for a student to have a knife at school. • No knives are allowed to be taken to school by students. • It is against the law for a student to have a knife at school. • A student that has a knife at school can receive very serious consequences.

What kinds of knife are banned?

You are not allowed to have any type of knife at school including: • flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly knives, star knives, butter

knives, fruit knives or craft knives • any item that can be used as a weapon, for example, a chisel.

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

What will happen if I bring a knife to school?

• If you have a knife at school, the principal may call the police. • Police can search you and your property at school if they think you have a knife. • If you have a knife at school, you may be disciplined through suspension or exclusion. • You may be charged with a criminal offence and face serious consequences if convicted, including a fine or

jail.

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

• If the principal thinks you have a knife in your bag, the bag can be confiscated until police arrive. • If you have a knife at school, it can be confiscated by the principal and given to the police. • You may face serious disciplinary consequences if you bring a knife to school. Consequences may include

Suspension, Recommendation for Exclusion or Proposal for Exclusion.

How can I help to keep Deception Bay State High School safe?

• Make sure you know the laws and rules about knives. • Ask your parents not to put knives or knife tools in your lunch box, pencil case or craft kit. • Contact your teacher if you are being bullied or threatened at school. • Immediately tell a teacher or adult if you think someone has a knife at school, or if they say they will bring a

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


Appendix 5 USE OF PHYSICAL RESTRAINT Department of Education and Training – Policy and procedure Register: Safe, Supportive and Disciplined School Environment (SSDSE) - February 2015 Physical Restraint:

v IMMEDIATE OR EMERGENCY RESPONSE: o To be used as a last resort

STAFF Responsibilities

Before and during: (from p. 3 and 10 of SSDSE) o Give opportunity for student (or others) to withdraw/move away o Give clear verbal instruction before intervention (unless impractical) o Call for assistance and ensure safety of bystanders o Risk of restraint is less than current risk of harm

• Identify hazards • Assess risk • Control risks • Monitor and review safety measures

o Code of Conduct (accountability) and Student Protection procedures o Considerations that might ‘escalate’:

Proximity, Posture and Position (non-verbals)

Tone, Volume and Cadence

Student sensitivities / preferred methods of communication

Remain calm

Maintain observation / monitoring of student during and after physical restraint

Follow appropriate response processes (including reporting and debriefing)

PRINCIPAL / STAFF Responsibilities Following: (from p. 10 of SSDSE)

o Notify principal and parent v Preceding behaviour v Type and duration of restraint v Witnesses v Physical condition before and after restraint v Counselling provided and preventative future plans for further incidents

o Incident report o Debriefing for student/s and staff o Determine if Individual Plan necessary

v STUDENT’S INDIVIDUAL PLAN for:

- self harming behaviours - if physical restraint is part of an on-going strategy

Additional responsibilities (AMONGST OTHERS – p. 10/13 SSDSE policy) - provide and document physical restraint training - individual plans approved by principal and copy to principal’s supervisor

- include strategies to reduce frequency and intensity of inappropriate behaviours, and strategies to reduce and eliminate need for physical restraint


Physical Restraint / Intervention Report Initial Report Compiled by

Date and Time Report Completed

Signed Details of Student Name Class Teacher Details of Staff involved in Incident Name

Role

Name

Role

Name

Role

Name Role

Reason for restraint In accordance with individual student plan To cease the physical assault of another student or staff member

�

To avert an immediate danger to him/herself or to others � To avoid serious property damage � Other (enter detail of the serious incident)

Details of Incident Date Time Initial Location Initial Staff involved Restraint Location Duration of Restraint

Type of Restraint Student Removed to

De-Escalation Strategies used prior to Restraint Distraction Change of

face, place, activity

Offer choices

Cool down time, place

Offer to talk Reassurance

� � � � � � Physical condition of Student before Restraint

Physical condition of Student after Restraint

Details of any Injury Injury to Student

Yes � No � Incident Report Completed

Yes � No �

Details of Injury


Injury to Staff Name:

Yes � No � Incident Report completed

Yes � No �

Details of Injury

Details of Damage Details of Trauma Notifying Procedures Incident Reported to

Parent / Carer contacted Name Time and Date Student/s: Post Incident Discussion / Debrief Location Time and Date Present Details

Other Forms Completed OneSchool


Follow-up Report – to be completed by Form Recipient

Follow-up Call Made by: Made to: Post Investigation Necessary � Not �

Completed by:

Recorded in:

Review of individual behaviour management plan Necessary � Not �

Completed by:

Recorded in:

Review of classroom/school management practices

Necessary � Not �

Completed by:

Recorded in:

Damage Repair


Organised by:

Entered on MYHR / WHS


Completed by:

Entered on OneSchool


Completed by:

As Contact Completed by:

One Student Profile of

As single student incident:

Completed by:


As multiple student incident:

Completed by:


Other Forms completed

Debrief Report �

Physical restraint / Intervention record �

Individual Plan including Physical Restraint �

Signed:

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