Responsible Behaviour Plan for
Students
based on The Code of School Behaviour
Rationale
Education
The community at
Our school fosters a warm, supportive environment where students can be happy and where optimal learning and teaching can take place.
A major part of the teacher’s role is to ensure that student will learn and develop within their school environment without disruptive behaviour hindering their success and enjoyment of learning. It is also expected that students will respect the teacher’s fundamental right to teach without disruptive behaviours hindering his/her success and enjoyment of teaching.
We also acknowledge that if students are to become productive members of society, teachers must help them to develop responsibility for their actions by both teaching explicitly and practicing problem solving skills.
As well as identifying and reinforcing existing positive behaviours, our plan focuses on teaching students to use positive behaviours [Glasser] and supporting them as they learn these skills. Our plan acknowledges that positive behaviours cannot be taught effectively in isolation and are best fostered in a supportive environment. Our plan includes proactive and reactive strategies.
Through the Individual Education Plan and Behaviour Intervention Support Plan proactive strategies may include making changes to the environment, teaching new skills and using positive non-adversive reinforcement strategies. Reactive strategies are also included in the plan to manage crisis situations.
The establishment of good discipline in our school depends upon both school personnel and parents working towards the same goals and insisting on acceptable standards of behaviour for the enhanced outcomes of our students and our school.
The values that have
been identified to drive and influence the decisions for good discipline at
R – Respect
O – Ownership
C – Cooperation
K – Kindness
S – Safety.
It is expected that all members of our school community will consistently display our values and beliefs in all actions.
School beliefs about behaviour and learning
The
behaviours we foster and promote include good citizenship, and encompass such
qualities as Respect, Ownership, Co-operation, Kindness and Safety [ROCKS]. We
respect the importance of the individual’s intellectual, social, emotional and
physical growth whilst maintaining that the exercise of individual rights and
responsibilities must contribute to a positive community spirit. Parental
consultation, support and involvement are essential to the Supportive School
Environment at this school.
Glasser’s
Control Theory underpins Ipswich North State Schools responsible Behaviour
Plan. Glasser’s belief is that all behaviour is purposeful and intended to
satisfy the psychological needs of all of us:
- The need to belong
- The need for power
- The need for freedom
- The need to have fun.
In a
supportive school environment, students can learn to manage and change their
behaviours to meet their needs. Glasser asks us to take responsibility for all
our actions and behaviours regardless of how we feel. Negotiation and
compromise are important factors in effective discipline. Discipline involves
the loss of either freedom or privileges until an agreed Code of Conduct is
reached. The aim is to skill students in self-discipline through a non-blaming
approach that creates choices, generates solutions and leaves the child with
some control over the situation.
For
learning and behaviour to be successful we believe that students need to be in
an environment that honours and upholds the following values;
- Care and Compassion, care for self and others Kindness
Safety Cooperation
- Doing Your Best, seek to accomplish something
worthy and admirable, try hard, pursue excellence Ownership
Respect
- Fair Go, pursue and protect the common good where
all people are treated fairly for a just society Co
operation Kindness
- Freedom, enjoy all the rights and
privileges of Australian citizenship free from unnecessary interference or
control, and stand up for the rights of others Respect
Kindness Ownership and Cooperation
- Honesty and Trustworthiness, be honest, sincere and seek the
truth Respect Ownership
- Integrity, act in accordance with
principles of moral and ethical conduct, ensure consistency between words
and deeds Respect Ownership Kindness
- Respect, treat others with
consideration and regard, respect another person’s point of view Respect
- Responsibility, be accountable for one’s own
actions, resolve differences in constructive, non-violent and peaceful
ways, contribute to society and civic life, take care of the
environment Ownership Safety kindness
- Understanding, Tolerance and
Inclusion, be
aware of others and their cultures, accept diversity within a democratic
society, being included and including others Co
operation Respect Kindness
We at INSS operate by the following beliefs about behaviour
and learning:
- Education is a life long
process
- Gender is not a determinant of
capacity to learn
- Students with
disabilities/impairments are encouraged to access all educational
opportunities
- Students learn at different
rates
- Students, parents and teachers
are part of a team
- Good manners are expected and
encouraged
- Inclusivity of all.
RIGHTS and RESPONSIBILITIES
We believe
that each person should be treated fairly and that each person has rights.
Relating to these rights are responsibilities which must be recognised and
accepted. Consequences are applied when rights are infringed or
responsibilities are not upheld.
Students have:
·
The
right to learn and the responsibility for learning to their full potential, for
allowing others to learn and valuing the efforts of others.
Teachers and Staff have:
·
The
right to be able to teach or do their job and responsibility for endeavouring
to ensure students achieve their maximum potential.
Community Members have:
·
The
right to become involved in the education of their child and responsibility to
accept this role enthusiastically and to respect the roles and responsibilities
of teachers and staff.
Processes for facilitating standards of positive
behaviour and responding to unacceptable behaviour
At
This process involves:
·
Data collection and analysis of
student, staff and parent/community perceptions on behaviour and behaviour
management
·
Using this data to review the
behaviour management plan for students and school
·
Integrating the Index for
Inclusion policy into our school philosophy
·
Whole school staff professional
development on Glasser’s Choice Theory [whole school approach to the management
of positive and unacceptable behaviour]
·
Data collection on student
behaviour SIMS and Individual Behaviour Report Card each term [Self managed,
Co-managed, Team managed and Case Managed]
·
Developing social skills program
for teaching skills that are valued
·
On-going monitoring of behaviour
management practice [Behaviour Management Committee]
·
Daily / weekly recognition of
positive behaviour
|
|
CURRICULUM |
INTERPERSONAL RELATIONSHIPS |
ORGANISATIONAL PROCEDURES |
|
Preventive / Long
term. All Students Need: |
·
Cater
for individual learning styles ·
Bullying
/ sexual harassment awareness ·
Effective
teaching / learning ·
Use
of inclusive language ·
Co-operative
learning ·
Elective
program student leadership development ·
Protective
behaviours ·
Professional
development for all staff |
·
Sports
practice ·
Celebration
of “excellence” ·
Mutual
respect between staff / student / parents ·
Democratic
leadership ·
Parent
liaison officer ·
Development
of social skills ·
Inclusive
practices ·
Regular
communication with parents ·
Priority
One – as required ·
Parent
/ teacher meetings ·
Assembly
|
·
Use
of effective management practices ·
Procedures
for communication with teachers ·
Playground
management ·
Effective
use of physical environment ·
Strategies
for acknowledging appropriate behaviour e.g. assembly ROCKS awards Gotcha Rockin slips Gold Behaviour Award |
|
Targeted Behaviour
Support Supportive / some
students need: |
·
Individual
learning plans ·
Specific
skills training ·
Development
of appropriate language ·
Self-esteem
programs ·
Mentoring |
·
Mentoring ·
Access
To support personnel ·
Counselling ·
Development
of supportive relationships with home / school ·
Conflict
resolution / assertive communication ·
Access
behaviour management team |
·
Planned
responses to incidents of bullying / harassment / conflict ·
Development
of action plans to respond to group / individual issues ·
Negotiated
participation in certain events ·
Regular
review of behaviour management plans ·
Application
of logical / natural consequences |
|
Intensive Behaviour
Support (fewer students need
): |
·
IBIP’s ·
Identification
of specific individual needs / concerns ·
Access
to alternative programs ·
Daily
reports / monitoring |
·
Mentoring ·
Access
to support personnel ·
Mediation
processes ·
Supportive
procedures for marginalised groups |
·
Suspension
/ exclusion ·
Re-entry
process ·
Daily
Reports / monitoring ·
Resituating ·
Negotiated
access to teaching / learning situations ·
Time
out / exit procedures |
|
Expectations - ROCKS |
|||||
|
Locations |
Respect |
Ownership |
Co-operation |
Kindness |
Safety |
|
Classroom |
For All
Staff For class
rules For others
property For others
learning opportunities For
ourselves For
difference |
Own your
behaviour and learning experience Be
responsible |
Use
appropriate manners Support
others Listen and
follow instructions the first time |
Return
others property Help
others Use
appropriate language Use cheery
chatter Clean
habits |
Always
treat class property with respect Safe and
respectful movement at all times Using
equipment properly |
|
Library |
Follow
rules of library |
Return
borrowed items |
Use
appropriate manners Support
others |
Treat
property with respect Assist
others |
Follow
teacher’s direction |
|
Buildings hallways Stairs bike racks |
Property Quiet
transition along hallways Respect
stair traffic e.g. ascending descending |
Own your
own behaviour Be
responsible Keep
hallways litter free |
Be in
right place at right times Quiet
transition Support
clean habits No ball
games |
Pick up
items in hallway and place on racks Line up quietly Give
friendly reminders Clean
habits |
Always
place bike in designated area These
spaces are not play areas No running Travel
safely |
|
Administration +other Areas |
Use
manners when requesting assistance |
Be
organised |
Quietly
wait for your turn for assistance |
Always
thank others for their assistance |
No entry
unless invited |
|
First aid |
Use
manners when requesting assistance |
Report
personal injury |
Follow
directions |
Assisting
others to first aid |
Use self
control in all situations |
|
Tuckshop |
Use
appropriate manners |
Be
organised Order
lunch at appropriate times |
Line up Be safe Wait
quietly |
Wait your
turn |
No pushing
Wait in
line |
|
Playground / ovals Games room |
Return
sport equipment Respect for
sport equipment For
playground rules |
Move from
area promptly at bell times Return
borrowed equipment |
Share
sport/play equipment Follow
directions Be in the
right place at right times |
Take turns Play fair Cheery
chatter Clean
habits |
Make sure
that you have appropriate foot wear and always have a hat Hands and
feet to ourselves |
|
Toilets |
Respect
others privacy Respect
school property |
Be
responsible Go at
appropriate times Flush,
wash, dry, bye |
Return to
class quickly and quietly |
Acknowledge
the privacy of others Clean
habits |
Select an
escort Toilets
are not a playground |
|
Assembly excursions |
Respect
for procedure, others and visitors For the
speakers |
Be
prepared Own your
behaviour |
Cooperate
with peers and class teachers |
Help celebrate
others success Assist
others Clean
habits |
Be in
designated areas Follow
rules and procedures Community
safety |
SPORTING TEAMS, EXCURSIONS AND OTHER ACTIVITIES WHERE
STUDENTS REPRESENT THEIR SCHOOL
At all
times when student’s are representing the school, it is expected that they
§
Will
follow the instructions of a supervisor immediately
§
Demonstrate
our school values
o
Be
Respectful
o
Own your behaviour
o
Be
Cooperative
o
Show
Kindness
o
Be
Safe at all times
A student
who chooses to behave in an acceptable manner, whilst representing the school,
may run the risk of missing future events. The length of time for such
exclusions will be discussed with the relevant supervisor, Principal, Parents
and student.
CLASSROOM RULES
These
school rules parallel The ROCKS philosophy. Each classroom teacher is
responsible for displaying and reinforcing our six school rules on a regular
basis.
- Be in the right place at the
right time
- Speak appropriately to others
- Treat others and their property
with respect
- Follow directions
- Keep yourself and others safe
- We solve problems with safe and
sensible behaviour
Other
curriculum areas such as Library, Physical Education and Music may have rules
that are more specific to these areas.
AWARDS
At other
times if a student is caught demonstrating any one of our identified values
they are given a “Gotcha Rockin” slip [fluro paper] which is then placed into
their class ‘gotcha’ collection box and two from each class is drawn from the
box and personally presented at our weekly assembly. These students can then
exchange these “Gotcha Rockin” awards for a tuckshop token at the office.
PLAYGROUND
At
1. The ongoing recognition of appropriate behaviour
2. The establishment of a clearly understood Code of
Behaviour
3. The use of a range of supportive strategies to assist
students as they learn to make responsible choices at school.
“Gotcha
Rockin” award slips
These slips
are presented to any student who is showing responsible and cooperative
behaviours, or any behaviour that is represented in our ROCKS philosophy. Any
staff member of
PROACTIVE ACTIVITIES
Playground
Initiatives include:
·
Establishment of a games room
where all students have access to board / interactive games and activities
·
Provision of sporting equipment
which can be accessed by all students during recess
·
Designated painted areas for
handball and ball games in either open or undercover play areas
·
Rotation of play areas to ensure
equitable access for all students
·
Access to supervised library
resources during recess
·
Student Behaviour reports
presented at the end of each term, gold certificate presented to those who have
been identified as self-managed .
·
At the commencement of the
school day mobile phones are passed into administration and collected at the
close of the school day.
·
Parent letter informing of
positive and inappropriate behaviour
·
“Gotcha Rockin” Awards
·
Class ROCKS awards
·
Names included in our Newsletter
for positive behaviour
·
Daily class reminders of
positive behaviours before accessing playground
·
Buddy system
·
Social Skills Program
Targeted behaviour support
At times
some students will choose inappropriate behaviour. Staff will respond to these
choices using a range of strategies, especially Glasser’s Choice Theory
recommendations. The response used by staff will have at its aim, to reinforce
the student’s awareness that:
·
They are responsible for the own
behaviour
·
All behaviour has a natural or
logical consequence
·
The school community is focused
on assisting them to choose appropriate behaviour
When a
student chooses not to demonstrate the expected behaviours of this school, a
series of consequences will be enacted. The consequences chosen will depend on
the individual and the specific circumstances of the misbehaviour.
When a
student reaches level 3 & 4 on two
occasions per week, the parents/caregivers of the
student will be informed of the misbehaviours and asked to respond to the
Parent Letter and support the school in its endeavours to modify the student’s
misbehaviour. At this stage the Principal and Behaviour Management Committee
[BMC] becomes involved and assists the class teacher and student to ascertain
any underlying issues that could be affecting the student’s behaviour.
It is
essential that the class teacher follows through with repairing their
relationship with a student who has been removed from their learning
environment due to misbehaviour.
Refer to
Principal / Student Management Plan.
Intensive Behaviour Support
When a
student presents with the need for intensive behaviour support at
Such
students may require:
·
A behaviour letter sent home
with an invitation to discuss an intervention plan
·
An assigned mentor
·
An interim behaviour
intervention plan
·
A formalised behaviour
intervention plan
·
Supervised access to play areas
·
Withdrawal from play access [for
safety of others]
·
Referral to other agencies
If the data
collected on a student’s behaviour indicates that he/she is a persistent
offender and unwilling to modify their choice of behaviour then the following
may occur;
·
Parents / caregivers are invited
to school where an individualised Behaviour Intervention Plan is prepared
·
Isolated detentions [supervised]
·
In-school suspension
·
suspension
At all times when intensive behaviour intervention is
required parent / caregivers are kept informed on a daily / weekly basis and if
necessary sign off on the relevant plan. Other agencies may be contacted to
assist in the development and management of a student’s plan.
Consequences for unacceptable behaviour
All staff who attend supervised duties are given a
clipboard for their designated areas. Inside these clipboards are an area map
of the school with clearly designated play areas for different age groups and a
set of the school rules. Any minor unacceptable behaviours are recorded and
later entered on the Behaviour Data Collection Program. Students who choose to
continue with unacceptable behaviour and/or whose behaviour escalates to a very
high level are either kept with the person on duty and later report to the
Principal or a red card is sent to the office indicating a request for
immediate assistance. All major unacceptable behaviours are recorded on the
Behaviour Data Collection Program.
Any student who continually chooses unacceptable
behaviours in the classroom, especially behaviours that prevent others from
learning and teachers to give uninterrupted instruction will be removed for a
designated period of time. When returning to class the students must give an
apology to their peers and teacher and request acceptance back into their
class. Any missed class time will be considered to be a detention.
Principal’s Student Management Plan
|
STUDENT BEHAVIOUR MANAGEMENT PROGRAM |
||
|
The
Student Management Program operating in our school monitors students’
behaviour both in the classroom and in the playground. It is
envisaged that this program will assist students in becoming more responsible
in controlling their own behaviour and to inform parents/caregivers of the
program. The
program consists of five steps [as outlined below] which students may
progress through depending on behaviours that are being exhibited |
||
|
LEVEL |
BEHAVIOUR |
POSSIBLE CONSEQUENCES |
|
LEVEL 1 Classroom playground
misbehaviour Class
teacher intervention Self Managed |
At this
level, all students are on task and no disciplinary action is required. |
Positive reinforcement of
appropriate behaviours and positive achievements could include: §
verbal
reinforcement §
record of
achievements for formal acknowledgement §
phone
calls/letters/emails to parents for good behaviours/achievements. §
Gold
behaviour certificate |
|
LEVEL 2 Continued
misbehaviour Class
Teacher intervention Co - Managed |
Inappropriate student behaviours to
be dealt with at this level include: §
minor
incidents §
ignoring
instruction §
lateness
to class §
littering §
verbal
abuse §
inappropriate
use of mobile phone §
uniform/hair/makeup/jewellery
transgressions §
eating/drinking
in outside designated area |
Teacher initiated actions could
include: §
verbal
negotiation §
reminder
of classroom expectations §
in-class
separation or isolation §
removal
from classroom for one-on-one resolution §
send
student to buddy class §
assign
student to accompany you on yard duty §
assign
student a lunchtime detention §
contact
with parents. If repeated applications of the
above actions produce no improvement in the student’s behaviour, then the
student should be referred to the relevant POD group for action at Level 3. |
|
LEVEL 3 Continued
misbehaviour Class
teacher Case
Manager Principal Referral
to Special Needs Committee BMC Co – Managed Team Managed |
Inappropriate student behaviours to
be dealt with at this level include: §
continued
level two behaviours §
referrals
from class and/or year level coordinators §
repeated
defiance §
all forms
of bullying |
School Special Needs Committee, in
consultation with the relevant POD group
will initiate actions which could include: §
monitoring
program §
resolution
meeting as required between coordinator, aggrieved party and student §
peer
mediation or restorative conference §
referral
for assessment and specialist support – Support Teacher - Learning
Difficulties, Advisory Visiting Teacher, Guidance Officer, §
Individual
Behaviour Support Plan §
recess or
after school detention §
restitution §
parent
contact §
interagency
referral §
referral
to Principal NB: Case manager (usually class
teacher) to record all incidents and actions into SIMS |
|
LEVEL 4 Continued
misbehaviour Case Managed Principal & Behaviour
Management committee Team Managed |
Inappropriate student behaviours to
be dealt with at this level include: §
continued
level three behaviours §
stealing §
truancy §
unexplained
absence §
physical
aggression §
smoking §
pornography §
intimidation
of staff §
vandalism
§
sexual
harassment/misconduct. |
School Special Needs Committee, in
consultation with the class teacher/BMC will initiate actions which could
include: §
monitoring
program §
resolution
meeting as required between coordinator, aggrieved party and student §
peer
mediation or restorative conference §
referral
for assessment and specialist support – Support Teacher - Learning
Difficulties, Advisory Visiting Teacher, Guidance Officer, §
Individual
Behaviour Intervention Plan §
recess or
before school detention §
restitution §
parent
contact §
interagency
referral §
referral
to Principal NB: Case manager (usually class
teacher) to record all incidents and actions into SIMS. |
|
LEVEL 5 Continued
misbehaviour Class
Teacher Principal
& Behaviour Management Committee Case Managed |
Inappropriate student behaviours to
be dealt with at this level include: §
extreme
or repeated incidence of level four behaviour §
possession
of drugs §
possession
of a weapon §
supply of
drugs §
use of a
weapon §
violent
assault. |
Principal in consultation with Special
Needs Committee and BMC determines the most appropriate course of action
which may include any of the following: §
Individual
Behaviour Agreement §
Parent/carer
interview §
Police
notification (if illegal behaviour) §
suspension
in line with Education Queensland Policy §
Imposition
of a Behaviour Improvement Condition by the Principal §
Recommendation for exclusion in line with Education
|
The network of student support
Initial support for students will come from classroom teachers and duty personnel. This support will be supplemented by assistance from the Behaviour Management Committee and the Principal.
Behaviour Management Committee Members
The Behaviour Management Committee members are an integral part of the intent of the National Safe Schools Framework and the communities commitment to inclusive education. The committee members are selected representatives from Teacher personnel, Teacher Aide personnel and our parent community who will be working closely with the Principal.
Students demonstrating
continued episodes of unacceptable behaviour choices will be referred to the Special Needs Committee. The committee
will refer these students to the Guidance Officer or will make a referral to
the Moreton Region Behaviour Team.
Parents of students identified as having special needs will be asked to access assistance from their GP/Paediatrician.
Students may also be
referred to Silkstone House [Ipswich Intervention Centre] or
Consideration of individual
circumstances
At all times the individual circumstances of a student
must be considered [including diagnosed disabilities and mental disorders].
This is achieved by allowing teachers and support personnel to choose from a
range of consequences at each step in the behaviour management plan.
Students will also receive assistance from a variety of
personnel depending on their unique circumstances and the strategies that will
best meet the needs of the individual and the school community.
Related legislation
·
Education (General Provisions) Act 1989
·
Section 21 of the Education
(General Provisions) Regulation 2000
·
Criminal Code Act 1899
·
Anti-Discrimination Act 1991
·
Commission for Children and Young People and Child
Guardian Act 2000
·
Judicial Review Act 1991
·
Workplace Health and Safety Act 1995
·
Workplace Health and Safety
Regulation 1997
·
Freedom of Information Act 1992
·
Transport Operations (Passenger Transport) Regulation 2005
Related
policies
- SM-06: Management of Behaviour in
a Supportive School Environment - Schools and Discipline
- SM-16: School Disciplinary
Absences
- HR-07-1: Code of Conduct
- CS-01: Gender Equity in Education
- CS-05: Educational Provision for Students
with Disabilities
- CS-10: Drug Education and
Intervention in Schools
- CS-15: Principles of Inclusive
Curriculum
- CS-16: Cultural and Language
Diversity
- CS-17: Anti-Racism
- CM-15: Guidelines for Appropriate
Use of Mobile Telephones by Students
- SC-09: Student Dress Code
- LL-14: Hostile People on School
Premises, Wilful Disturbance and Trespass Issues
- SM-05: Physical Restraint and Time
Out Procedures - Students with Disabilities
Some related resources
·
National Safe Schools Framework
(ncab.nssfbestpractice.org.au/resources/resources.shtml)
·
National Framework for Values
Education in Australian Schools (www.valueseducation.edu.au)
·
National
Framework for Values Education in Australian Schools –
·
Bullying.
·
MindMatters (www.curriculum.edu.au/mindmatters)
·
School Wide Positive Behaviour
Support (www.learningplace.com.au/deliver/content.asp?pid=24668)
·
Code of Conduct for School
Students Travelling on Buses http://www.transport.qld.gov.au/qt/PubTrans.nsf/index/cochome
Principal P&C President or Regional Executive
Director or
Chair,
School Council
Executive Director (Schools)