Responsible Behaviour Plan for Students by FEP1b6i

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									                               Rochedale State School
                        Responsible Behaviour Plan for Students
                         Based on the Code of School Behaviour
 Rationale

Education Queensland is committed to provisions that ensure all young Queenslanders have a right
to and receive a quality education.

Rochedale State School in partnership with the wider community is committed to providing the
best possible educational opportunities for all students within a positive, supportive, caring,
learning and teaching environment.

We have used the National Framework for Values Education in Australian Schools to work
collaboratively with our school community. Through our Values Education Forum we were able to
identify our school’s core values and to explore the place of Values Education within our school in
providing whole school behaviour support.

The six guiding values that govern the Rochedale State School Code of Behaviour are:
    Respect
    Responsibility
    Co–operation
    Consideration
    Fairness
    Honesty

These values are the foundations of everything we do at Rochedale State School. They are
embedded in the curriculum and expressed through our learning outcomes. These values are not
just about what we expect the children to do, but it is expected that all members of our school
community will consistently display and live the values. These values underpin our Responsible
Behaviour Plan for Students.


 School beliefs about behaviour and learning

At Rochedale State School we are committed to providing the best possible educational
opportunities for all students within a positive supportive school environment. We believe a
supportive environment is one where:
    All members feel safe and are valued.
    Social and academic learning outcomes are maximized for all through quality practices in
       all areas of curriculum, interpersonal relationships and school organization.

Our Responsible Behaviour Plan is based on the Code of School Behaviour and the shared beliefs
of the school community. Our school will continue to build upon the successful relationships
between all members of the school community (student, parent, staff and other community
stakeholders). These partnerships will be based on mutual respect. We believe the core values of
respect, responsibility, co–operation, consideration, fairness and honesty that were identified by
our school community underlie all school activities.
Rochedale State School acknowledges that effective Values Education:

      Allows children to understand the core values
      Motivates and inspires children to incorporate these values into their daily lives
      Can strengthen student’s self-esteem, optimism and commitment to personal fulfilment
      Helps students exercise ethical judgements and social responsibility.
      Occurs in partnership with students, staff, families and the school community as part of a
       whole school approach.
      Is presented in a safe and supportive learning environment in which students are
       encouraged to explore their own, their school’s and their communities’ values.

Good pedagogical practice is reflected by incorporating Values Education in our day to day
learning environment in a meaningful and relevant way.


 Processes for facilitating standards of behaviour and responding to
 unacceptable behaviour


 Whole –school behaviour support plan


At Rochedale State School we address the behaviour support needs of all students within a whole
school context. A whole school approach means everyone is committed to the provision of a safe
and supportive learning environment.
Our whole school approach provides a supportive learning environment through:-
    Open communication with the school community concerning the Code of School
       Behaviour and the school’s Responsible Behaviour Plan for Students.
    Shared school values and a positive inclusive culture.
    Establishment of agreed programs and procedures that address child protection issues
       concerning harassment, bullying and violence
    Management of incidents through clear and well defined processes.
    Supporting students and building strong community relationships.

Rochedale State School’s Values Education program has been designed to work in conjunction
with the school’s Responsible Behaviour Plan. There is strong agreement among our community
that the Values program will:-
         Develop a supportive and productive school environment for all students and staff
         Assist students to develop improved self esteem and self discipline.
         Develop student’s ability to make informed and responsible decisions and choices and
           accept the logical consequences of these choices.
     At the whole school level Rochedale State School expects and promotes the following behaviours
     in our community:

  VALUE                  CHILDREN                                     STAFF                             COMMUNITY
RESPECT          -Use respectful language when           -Model respectful behaviour at all       -Show respect for and value the school
                 communicating.                          times.                                   ethos.
                 -Treat other people and their           -Respect the rights of students and      -Be respectful of individual differences
                 possessions with respect.               community members.                       in the community.
RESPONSIBILITY   -Making appropriate choices             -To provide a safe, friendly and         -Support the school in its endeavour to
                 without supervision.                    challenging learning environment         provide the best educational outcomes
                 -Be responsible for own learning,       -Be a .positive role model for parents   for each child.
                 conduct,         actions     and        and children.                            -All members of the school community
                 communication.                                                                   have a responsibility in promoting a
                                                                                                  safe     and      supportive      school
                                                                                                  environment.
CO-OPERATION     -To work harmoniously with peers        -TEAM                                    -To   work in conjunction with the
                 and teachers.                           (Together Everyone Achieves More)        school to uphold and instil the school’s
                 -Following of school rules and          -Create a co-operative culture within    values.
                 expectations.                           the teaching fraternity.                 -Co –operate with family and members
                                                                                                  of the school community to foster a
                                                                                                  partnership.
CONSIDERATION    -Listening to others and responding -Be mindful of the rights and feelings       -Treat all members of the school
                 sensitively                             of others.                               community in a polite and respectful
                 -Behaving in a way that reflects well   -Act in a manner befitting of our        manner.
                 on the school.                          profession.                              -Model and reinforce the need for
                 -Allowing other students to learn in                                             consideration.
                 an environment free from disruptive
                 behaviour.
FAIRNESS         -Display fairness in attitude towards   -Model fairness in disciplinary          -Be aware of and accept the rights of
                 others in class and in the playground   decisions.                               other members of the school
                 - Treat everyone fairly.                -Treat all students with impartiality.   community.
                                                                                                  -Treat staff fairly and respectfully.
HONESTY          -Be truthful to self and others.        -Be  honest in your assessment of a      -To be open and trusting in regard to
                 -Exercise ethical judgements.           child’s ability and behaviour.           their children.
                                                         -Model honesty and integrity at all      -Be honest in dealings with community
                                                         times.                                   members.



       Targeted behaviour support

     Targeted behaviour support occurs around a specific setting, issue, student, or group of students.
     Parents and caregivers are involved in the support through the classroom teacher. When a student
     requires support in the classroom setting, this support is aligned with our positive school behaviour
     plan.

     Strategies used for targeted behaviour support include:
          Curriculum adjustment – adjusting class work, working with peers or learning support
             teacher.
          Verbal cues – verbal reinforcement used everyday in the classroom and playground
                          - targeted direction giving.
          Non- verbal cues – body language (smile, thumbs up).
                                 - proximity of teacher to student
          Communication within school community – communication with parents through all
             stages of targeted behaviour with the aim of building a productive partnership.
      Increased responsibility within class/ school – a child may benefit from added
       responsibility including peer tutoring, classroom monitor, school jobs (school community
       project).

Teachers keep a record of both the student behaviour and the strategies implemented in order to
gauge when more intensive support is required. Students identified as requiring more intensive
support may require an Individual Behaviour Plan. A team approach is used to formulate and
record strategies for the Individual Plan. Teachers, Administration, Advisory Visiting Teachers can
be involved in the collaborative process of preparing the Individual Behaviour Plan. This plan aims
to have students accept responsibility for their current behaviour and undertake via collaborative
goal setting and review, strategies and processes to bring about positive behaviour change.

   
 Intensive behaviour support


Intensive behaviour support is required to support those students who are exhibiting a high
incidence of challenging behaviour. These students display significant educational
underachievement due to their inappropriate behaviour. This in turn contributes to classroom
disruption and conflicts with the values of Rochedale State School which respects the rights of all
to learn. In this way an Intensive behaviour support plan helps to meet the learning needs of all
students.

To fully understand the severity of the problem behaviour, a functional behavioural assessment
may be administered. This assessment focuses on identifying significant social, affective,
cognitive, and or environmental factors associated with the occurrence and non- occurrence of
specific behaviours. The assessment allows personnel to select and implement interventions to
address problem behaviour. The Individual behaviour support plan is reviewed regularly through
the collection of further data. Parent involvement must continue through all stages to ensure a
productive partnership exists between the parents and the school.


 Consequences for Unacceptable Behaviour


Although Rochedale State School focuses on pro-active strategies that encourage students to adopt
a positive attitude towards their studies and behaviour, it is essential that students realize that if
they make inappropriate decisions then specific consequences will be immediately implemented.

A consequence is the stated (or negotiated) outcome that relates to irresponsible behaviour.

When applying consequences, they should be:
   Supportive
   Fair
   Logical
   Consistent

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 Network of Student Support

Rochedale State School provides a number of support structures for students including school and
district based services as well as community agencies. Our school and district based personnel
includes:

      School teaching and support staff
      School Administration
      Parents
      School Guidance Officer
      Teacher Aides
      Advisory Visiting Teacher – Behaviour
      Police Liaison Officer
      Student Leaders
      Special Needs Committee

The Special Needs Committee provides support to students who require more targeted or intensive
support. The Committee comprises the Learning Support Teacher, Deputy Principal and teacher
representatives from each of the early, middle, and upper school.

Rochedale State School is also able to access support from the following community agencies.
Agencies such as Department of Child safety, Department of Communities, Child and Youth
Mental Health, Queensland Health Services and Juvenile Aid Bureau also work closely with the
school to provide support when necessary.

 Consideration of Individual Circumstances

Rochedale State School takes into consideration the individual circumstances of students when
applying individual behaviour support or applying consequences for inappropriate behaviour.
Factors which are considered include context, emotional well-being, culture, gender, race, socio-
economic situation and impairment to ensure that responses are fair and equitable.

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 taken into account when deciding upon applying consequences for unacceptable
student behaviour.

 Related Legislation

      Education (General Provisions) Act 2006
      Education (General Provisions) Regulation 2006
      Criminal Code Act 1899
      Anti-Discrimination Act 1991
      Commission for Children and Young People and Child Guardian Act 2000
      Judicial Review Act 1991
      Workplace Health and Safety Act 1995
      Workplace Health and Safety Regulation 1997
      Freedom of Information Act 1992
      Transport Operations (Passenger Transport) Regulations 2005
    Related Policies

     SMS-PR-021: Safe, Supportive and Disciplined School Environment
     CRP-PR-009: Inclusive Education
     SMS-PR-022: Student Dress Code
     SMS-PR-012: Student Protection
     SMS-PR-018: Information Sharing under Child Protection Act 1999
     SMS-PR-008: Family Law Matters Affecting State Educational Institutions
     SMS-PR-019: Mature Age Students
     SMS-PR-017: Enforcement of Compulsory Education Provisions
     SMS-PR-031: Flexible Arrangements
     SCM-PR-005: School Security
     SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass
     HLS-PR-012: Curriculum Activity Risk Management
     GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions
     CRP-PR-005: Drug Education and Intervention in Schools
     HLS-PR-009: Administration of Routine and Emergency Medication and Management of Health
      Conditions
     CMR-PR-001: Complaints Management
     LGS-PR-002: Freedom of Information
     SMS-PR-001: Publishing Student and Staff Information on School Web Sites
     IFM-PR-004: Managing Electronic Identities
     SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students
     SMS-PR-024: Internet - Student Usage
     WFR-PR-005: Code of Conduct
     SDV-PR-001: Employee Professional Development


    Some Related Resources


     National Framework for Values Education in Australian Schools
      (www.valueseducation.edu.au)
     National Framework for Values Education in Australian Schools – Queensland
      (www.education.qld.gov.au/curriculum/values/)
     National Safe Schools Framework
      (ncab.nssfbestpractice.org.au/resources/resources.shtml)
     MindMatters(www.curriculum.edu.au/mindmatters)
     Bullying. No Way! (www.bullyingnoway.com.au)




_____________________            _______________________           _____________________
Principal                             P & C President              Executive Director (Schools)
                                                     ROCHEDALE STATE SCHOOL
                                       RESPONSIBLE BEHAVIOUR PLAN FOR STUDENTS

                                                                IS THE SITUATION SAFE AND
                                                                BEHAVIOUR MANAGEABLE?
            APPROPRIATE
             BEHAVIOUR                                                                                                                            CRISIS PLAN
                                                                            MANAGEABLE                                                         (LEVEL 4& 5)
                                                     NO                                                             NO
                           YES                                                                                                      Contact/Phone Office
                                                                                                                                       (eg Send Messenger, Green Book)
ACKNOWLEDGEMENT PLAN                                                                       YES                                      Ensure Student/Class Safety
               (LEVEL 1)                                                                                                               (Remove class if necessary)
 Reinforcement of Values
                                                                       CORRECTION PLAN                                                Restitution (apology/repair damage/complete
 Praise/Encouragement/Reward                                                 (LEVEL 2 & 3)                                            work)
                                                        Warning Cards/3 Strike Systems                                             Admin. Withdrawal of Student
  (Verbal/Non-Verbal/Written)
                                                        Reinforcement of Values                                                       (Class/Playground)
 Inter-class Responsibilities                                                                                                      Parent Contact by Admin.
 (Peer Tutoring, Peer Mediation, Games Rangers)         Prompting (Verbal/Non Verbal)
                                                                                                                                       (Talk to student on phone)
 Token/Point/ Star Systems                             Logical Consequences                                                          (Supervise student)
 (Individual/Group Goal-Setting)                        Teacher/Student, Teacher Parent Conferences                                   (Withdraw student for day)
 Public display of Work                                Peer Mediation                                                                (Enrolment Agreement)
 (Classroom, Library, Newsletter, School Web Site)      Loss of Privileges                                                         Individual B.M. Plans/AVT-Behaviour
 Individual Class-Level Rewards                        Playground Withdrawal (for playground offences)                               (Modified timetable)
 (Stickers, Stamps, Free Time, Certificates,                                                                                           (Restricted Entry)
                                                        In-class Withdrawal                                                           (In-school Withdrawal)
 Student-Choice Activities, Computer Time)
                                                        Buddy Teacher/Class                                                       
 Whole Class Rewards                                                                                                                  Suspension (Re-entry Plan)
 (Parties, Fun Days, Game Time, Sport, Student of       Cueing/Descriptive Encouragement of Good Behaviour                         Recommended for Exclusion
 the Month)                                              eg (Social Skills Program Yr 1 – 3)
 Phone Calls/Written Note to Parents                   Restitution (Apology/repair damage/complete work)
 Sharing Work With Others                              Critical Reflection Time
 (Principal, D.P., Other Classes, Parents)              Offer Choice and Take-up time
 Weekly Values Award                                   Personal Signals/Consequences (Individual Plans)
 Whole School Student of the Month                     Non-Emotive Behaviour Questions
  Awards                                                 (What are you doing? What should you be doing? Are you going to do it?)
 Teacher Evaluations                                 Modifying Environment/Work Demands/Social
 (Marks/Comments on Work)                              Interactions
 Principal’s/Deputy Principals Awards                Communication Book with parents


                                             YES                             CO-OPERATIVE?                                             NO

  The individual circumstances and actions of the student and the needs and the rights of school community members will
        be taken into account when deciding upon and applying consequences for unacceptable student behaviour.

                                                     ADDITIONAL SUPPORT PERSONNEL
                        GUIDANCE OFFICER, PRINCIPAL, DEPUTY PRINCIPAL, AVT-BEHAVIOUR, BUDDY TEACHER

								
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