Guidelines for developing a Responsible Behaviour Plan for Students by jlranm





                     “We, at Morayfield East State
                     School, strive to prepare
                     learners to be successful on
                     their journey through life.”

Getting Along ◊ Confidence ◊ Organisation ◊ Persistence ◊ Resilience
                         YOU CAN DO IT!
1. Purpose

Education Queensland is committed to provisions that ensure all young
Queenslanders have a right to and receive a quality education. This includes
promoting learning, creativity and innovation.

Morayfield East State School provides a quality education for all students and is
committed to providing a safe, supportive and disciplined environment that
    The right of all students to learn.
    The right of teachers to teach.
    The right of all to be safe.

At Morayfield East State School, all students are expected to be respectful, safe,
responsible, resilient and engaged learners in their journey to become active
citizens in society.

2. Consultation and data review

Morayfield East State School developed this plan in collaboration with our school
community. Broad consultation with parents, staff and students was undertaken
through newsletters, P&C meetings, staff meetings, year level meetings, student
consultation discussions and School Wide Positive Behaviour Support meetings.
Data has been drawn from school opinion surveys, school disciplinary absence
records and OneSchool behaviour statistics and reports.

The plan was endorsed by the Principal, the President of the P&C and Executive
Director (Schools) in February 2010, and will be updated annually as part of the
School Wide Positive Behaviour Support process.

The Universal Behaviour Support strategies and reward systems will be reviewed
early in 2010 and the school’s data will be analysed relating to attendance,
absenteeism, school disciplinary absences and behaviour incidents.

3. Learning and behaviour statement

Our school’s Responsible Behaviour Plan for Students outlines our system for
facilitating positive behaviour, preventing problem behaviour and responding to
unacceptable behaviour.

At Morayfield East State School we recognise that behaviour is a person’s best
attempt to meet their needs at a given time. We also recognise that appropriate
behaviour is an effective combination of pro-social skills and that change and
improvement in behaviour comes about with the appropriate motivation.

Morayfield East State School has identified the following school rules to teach
and promote our high standards of responsible behaviour both clearly and
consistently across the school community.
    I show respect.
    I am an active learner.
    I make safe and responsible choices.

We also recognise that appropriate behaviour, combined with social emotional
learning and wellbeing, is an important aspect of lifelong learning and the
development of pro-social skills.
Our school rules have been agreed upon and endorsed by all staff and our
school P&C. They are aligned with the values, principles and expected standards
outlined in Education Queensland’s Code of School Behaviour.

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

At Morayfield East State School this is our model for managing student behaviour
in a supportive school environment.

                       UNIVERSAL SUPPORT for all students
           90% of students at MESS are successful with these strategies
             Social & Emotional Learning and Well-being – You Can Do It!
             Effective learning and teaching and engaging curriculum units
             Effective out-of-class student supervision and support
             Inclusive curriculum Gold Pass, Fun Friday, Class awards, Gotchas

                   Parenting Programs – 1/2/3 Magic, PPP
                   Positive school climate
                   Professional development for staff
                   School-wide processes
                            Pro-active classroom management
                   Positive classroom climate
                            Class induction lessons
                   EffectiveClass buddying and Play buddies
                            student leadership
                  New Student Induction

                                  TARGETED SUPPORT
                                    < 10% of students may
                                    require additional
                                    support using a range of

                                            < 5%

      Universal behaviour support

At Morayfield East State School, we emphasise the importance of clearly
communicating our standards and directly teaching children the behaviours we
expect to see, and address those behaviours that we do not accept. We have
therefore developed a matrix of agreed rules and specific behavioural
expectations in all school settings.
To proactively encourage students to display positive behaviours we:
      provide professional development and hold professional discussions with
       teachers and support staff to assist in developing positive behaviour
      establish and maintain productive learning environments that foster
       positive student and teacher relationships.
      implement You Can Do It! (Program Achieve) to teach social emotional
       skills as keys to success in Getting Along, Confidence, Organisation,
       Persistence and Emotional Resilience.
      use school processes and class processes in a fair and consistent
      implement Class Behaviour Management Plans by all teaching staff.
       Plans include strategies for setting high expectations, acknowledging
       student success and acknowledging effort to improve. Classroom plans
       are published to parents through class newsletter and at the Parent
       Session at the beginning of each year.

      implement units of work to teach the school rules and expectations
       outlined in the Morayfield East State School Expectations Matrix.

      model, use and explicitly teach Fair Go for Everyone strategies including
       Stop, Think, Do and High 5 conflict resolution strategies (Appendix 1).

      plan, implement and assess curriculum units to engage the range of
       learners considering learning styles, interests, developmental stages and
       Essential Learnings.
      actively teach High 5 social problem solving strategies to skill children in
       maintaining and building relationships.
      establish classroom meetings to build a positive classroom environment
       based on mutual trust and respect; and to identify and address emerging
      maintain well planned, consistent processes for the supervision of
       students throughout the school day. Students are supervised at recess
       periods, after school (outside classrooms) and at the school gate areas.
       Playground routines have been developed to promote consistency of all
       staff when undertaking playground duty.
      provide a wide range of student lunchtime and high interest activities.
      communicate school focus from weekly lessons through school e-
       newsletters and parades.

To acknowledge positive behaviours, linked to our matrix, we:
      celebrate Gold Pass (end of term) for students in Years 2-7 who maintain
       a high standard of behaviour for the term and for students who re-
       establish positive patterns of behaviour after referral to Learning Support
       Centre-Behaviour (10 days without incident). Student behaviour is
       monitored by the classroom teachers and administration. Students select
       from a range of activities offered in consultation with their parents.
       Students are group based on their choice of activity. Only a significant or
       severe behaviour incident would stop a student from participating in the
       activities once they have been invited to Gold Pass. Students who do not
       participate continue with their regular lessons in another suitable
       classroom for the duration of the activity.
      celebrate through Fun Friday activities for younger students who complete
       class work and maintain a positive pattern of behaviour.
      present Class Awards recognising effort and achievement in “making
       good choices” both on parade and in class.
   give Gotcha Keys for weekly lucky dip prize on parades.
   present Student of the Week awards which involves:
    o parade certificates,
    o weekly morning teas for students with members of the Admin team,
    o letters of commendation from the Principal,
    o calculation of house points and
    o awarding the school’s Key for Success trophy to the winning house
        each term and at the end of the year.
To respond to unacceptable behaviour we:
   implement correction processes as part of the Class Behaviour
    Management Plans. Strategies include student reflection strategies, use
    of buddy classes, warnings and referrals and parent/teacher
   conduct focussed teacher and student discussions about behaviour
    issues raised through data analysis and teacher observations.
   facilitate classroom meetings to address issues and restore relationships.

   Targeted behaviour support

At Morayfield East State School, a small percentage of students are
recognised as needing targeted strategies to assist in supporting positive

To proactively encourage students to display positive behaviours we:
   support the classroom teacher with social skills and replacement
    behaviours’ programs for groups of students through Learning Support
    processes. In some cases, an AVT-Behaviour may assist with the
    development of these programs.
   provide supported play and organised activities in Learning Support
    Centre-Behaviour and at the Special Education Unit for at-risk students.
   utilise the “Volcano card” card system to actively teach self-awareness of
    emotional wellbeing and how to self regulate emotions to calm down.
   encourage mentoring, peer support, buddy teacher and modified
    timetables for students at-risk.
   support at-risk students through You Can Do It! Keys to Success to:
       o learn getting along skills;
       o develop confidence as learners;
       o gain personal skills in organisation and goal setting to improve
           work and behaviour;
       o develop persistence as learners and
       o build emotional resilience through a range of strategies.
   provide additional social skills programs for example Stop, Think, Do or
    Learning Engagement On-line (LEO).
   recommend that parents access specialised programs outside the school
    for example Managing Young Children’s Program, Early Years Centre.
   promote active communication between parents/caregivers and class
    teachers for at-risk students.

To acknowledge positive behaviours, linked to our matrix, we:
   provide regular feedback to students about class and playground
    behaviour through individual monitoring sheets. This feedback is used to
    track daily progress and celebrate success.
   present Class Awards recognising improvements in “making good

To respond to unacceptable behaviour we:
   broaden student networks to include appropriate support personnel.
      use OneSchool data         to identify specific students, incidents and
       frequencies of behaviour in order to respond with appropriate resources.
      use Learning Support Centre for students to serve detentions, to
       investigate incidents, conduct mediation and complete community service.
      continue to support students until a pattern of appropriate behaviour is re-

      Intensive behaviour support

   Students whose behaviour does not improve after participation in targeted
   programs provided at Morayfield East State School or whose pattern of
   behaviour indicates a need for specialised intervention, are provided with
   intensive behaviour support.

   Students may require intensive support in response to:
         o a pattern of high level behaviours for example repeated
             dangerous play, wilful disobedience and verbal harassment,
             bullying behaviours, opposition behaviour.
         o an intense rule-breaking incident for example physical
             harassment, offensive behaviour and violence.
         o re-entering from suspension.

   To proactively encourage students to display positive behaviours we:
      create team responsibility for the development of the Individual Behaviour
       Support Plan or Student Welfare Plan. The team usually includes the
       student, parent or caregiver, class teacher and a member of the Admin
       team. It may also include the Learning Support Behaviour Teacher,
       Guidance Officer and District Advisor Visiting Teacher Behaviour.
      develop an Individual Behaviour Support Plan (Appendix 2). This process
           o investigating background information.
           o identifying the behaviours of concern leading possibly leading to a
              Functional Behaviour Assessment.
           o individual literacy and numeracy needs and strategies.
           o individual goals, learning strategies, communication and
              monitoring strategies, and rewards acknowledging effort and
           o management strategies, which may include play plans, supported
              and modified play, modified days, strategies to be learnt by the
              student and individual behaviour monitoring card.
           o establishment of and ongoing communication with appropriate
              departmental, external agencies and professionals.
           o risk management processes in cases where safety issues exist.
           o identification of appropriate inter-agency support and alternative
              programs including Wraparound, Positive Learning Centres,
              Shaftesbury Campus.
           o review time.
      support students to reflect on and manage their own behaviour in the
       classroom and playground through focussed discussions, Individual
       Behaviour Support Plan review and/or re-entry planning after suspension.

To individually acknowledge positive behaviours that are specific to the needs of
the students we:
        develop systems, through an individualised plan, to celebrate and reward
         the identified goal behaviours.

   To respond to unacceptable behaviour we:
        review or develop the Individual Behaviour Support Plan or Re-entry Plan.
        continue to provide intensive student support until a pattern of appropriate
         behaviour is established or until suspension with the recommendation for
         exclusion is requested.

5. Consequences for unacceptable behaviour

Morayfield East State School makes systematic efforts to prevent problem
student behaviour by teaching and reinforcing expected behaviours on an
ongoing basis. Our school seeks to ensure that responses to unacceptable
behaviour are consistent and proportionate to the nature of the behaviour.

When responding to problem behaviour the staff member first determines if the
incident is low, medium or high.
     Low type incidents are dealt with by staff members at the time it occurs.
     Medium type incidents are dealt with by the staff member at the time it
       occurs. A warning may be issued using a Behaviour Incident Report
       (Appendix 3).
     High type incidents are dealt with by the staff member at the time it
       occurs, then referred to the Learning Support Centre using a Behaviour
       Incident Report (Appendix 3) for follow up and data entry in OneSchool.

Low and medium type behaviours are those that:
    involve minor type rule breaking incidents.
    do not seriously harm others or cause you to suspect that the student may
      be harmed.
    do not violate the rights of others in any other serious way.
    are not part of a pattern of problem behaviours.
    do not require involvement of specialist support staff or Administration.

Low and medium type behaviours could be identified below with the strategies
and the consequences.

  Type          Description in            Description in              Strategies and consequences
                Learning Area              Playground

 Low        Off task                 Silly or unsafe play e.g.      Establish expectations and routines
            Out of seat              taking a hat                   Give direct instructions
                                     Wrong area                     Wait and scanning – Vaseline eye
            Minor interruptions to
                                                                    Selective attending (Tactically
            learning e.g. talking,   Running on the
            noises.                  concrete                        ignore)
                                                                    Proximity – Shadowing
            Unprepared or            Playing in the mud
                                                                    Cueing with parallel acknowledgement
            disorganised             Playing in the garden
                                                                    Descriptive encouragement
            Using put downs          Interrupting the play          Body language encouragement
            Work avoidance, time     of others                      Sit and think in class or playground
            wasting                  No hat, inappropriate           (2–5 minutes max)
            Not playing fairly       uniform                        Distract
                                     Annoying others                Redirect to the learning or play
                                     Inappropriate game             Quiet talk or walk and talk
                                                                    Supportive conversations
                                                                    Tidy duty
  Type        Description in             Description in             Strategies and consequences
              Learning Area               Playground

 Medium   Not following             Rough play                   Previous strategies as well as these
          directions                Deliberately disrupting       strategies
          Repeated disruption to    play of others               Sit and think playground (5-10
          learning, calling out     Damaging property             minutes)
          Damaging property         Uncooperative                Natural consequences
          Uncooperative             Disrespectful language       Logical consequences
          Disrespectful language                                 Giving a choice
                                    Taking property of
          Taking property of        others                       Consequences/problem solving sheet
          others                    Playing in toilets           Time away to buddy class (30 mins
                                                                  max) and parent contacted
                                                                 Social stories
                                                                 Restorative chat
                                                                 Restore relationships e.g. Apology
                                                                 Warning to LSC – Behaviour using
                                                                  Behaviour Incident Record

High type behaviours are those that:
    significantly violate the rights of others.
    put others or self at-risk of harm.
    require the involvement of school Administration.

  Type        Description in             Description in             Strategies and consequences
              Learning Area               Playground

 High     Destruction of            Damage to buildings or       Previous strategies as well as these
          furniture or equipment    damage/destruction of         strategies
          Damage to property        property                     Time away to buddy class (longer
          Inappropriate use of      Bullying and                  period)
          technological devices     harassment
                                                                 Restore relationships e.g. formal
          including mobile phones   Wilful disobedience,          apology, mediation
          (Appendix 4)              challenging authority
                                                                 Referral to LSC – Behaviour using
          Bullying and              Verbal harassment             Behaviour Incident Report (time away
          harassment (Appendix      Leaving school without        from play/class)
          5)                        permission                Follow up consequences always includes:
          Wilful disobedience,      Sexual harassment            Parent contacted by class teacher.
          challenging authority     including sexualised
                                                                 Plan developed for the student.
          Verbal harassment         behaviour
                                                              Other strategies/consequences may
          Absence from              Physical harassment,
          classroom without         intimidating behaviour
                                                                  Restitution made
          permission                Physical aggression           Assign a type of behaviour support
          Sexual harassment                                        e.g. targeted or intensive
          including sexualised                                    Play plans including restricted play
          behaviour                                                and community service
          Physical harassment,                                    Deputy Principal involvement
          intimidating behaviour                                  Possible suspension
          Physical aggression                                     Possible accountability conference
                                                                  Possible suspension with the
                                                                   recommendation for exclusion

At Morayfield East State School staff members authorised to issue consequences
for problem behaviour are provided with appropriate professional development
and/or training. Through training activities, we work to ensure consistent
responses to problem behaviour across the school. A glossary of rule breaking
categories of behaviour in OneSchool has been included for staff, students and
parents (Appendix 6).
Students also receive instruction about how to respond when other students
display problem behaviour, and the courteous way to respond when a staff
member re-directs their behaviour or when consequences are applied.

School Disciplinary Absences
Students are suspended from school by the Principal. Suspension is used in
cases that involve misconduct, disobedience and/or conduct prejudicial to the
good order and management of the school.

Suspension is used as a consequence for incidents involving:
 physical aggression towards peers including spitting.
 verbal aggression or intimidation towards adults.
 physical aggression towards adults.
 vandalism.
 incidents involving alcohol, cigarettes or drugs.
 a pattern of high level rule breaking where a range of strategies has not
    brought about needed improvement and change.
Suspension may occur as a consequence for other high level rule breaking

Students who are suspended have not demonstrated appropriate social
behaviours and problem solving skills with peers or adults. The three school rules
of respect, safety and responsibility, and learning have been broken. Recovery
time is often needed for the student, their class or other students and staff
members involved. Time may also be needed for the school to develop plans and
implement processes to ensure the safety and well being of staff and students.

Suspension may be
 suspended in-school subject to the availability of staff.
 suspended from school 1–5 days.
 suspended from school 6–20 days.
 suspended for 20 days with the recommendation for exclusion.

Exclusion may be sought for serious incidents involving suspension. Exclusion is
also sought for incidents involving intimidation or aggression with a weapon and
repeated high level rule breaking where a range of strategies has not been

6. Emergency responses or critical incidents

Our school seeks to prevent and manage critical incidents involving behaviour
issues to minimise the stress and reduce the trauma experienced by members of
the school community. Care, Welfare, Safety and Concern remain the priority
for all members of our school.

Therefore, it is important that all staff have a consistent understanding of how to
respond to emergency situations or critical incidents involving severe problem
behaviours. 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
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.

Our school has an emergency response system to request medical assistance
and/or urgent assistance to respond to severe behaviour incidents and
emergency situations. In response to the situation, the team may include
teachers, teacher aides, members of the Administration team, First Aid officers,
Office staff, Guidance Officer and Specialist staff.

Strategies used include establishing supportive communication and using basic
defusing strategies (Appendix 7) by:
 avoiding escalating the problem behaviour.
 maintaining calmness, respectful attitudes and detachment.
 approaching the student in a non-threatening manner.
 using crisis communication and directive strategies.
 following through.
 debriefing.

The goal of staff is to de-escalate the incident. Where this is not possible staff will
seek to isolate the incident, contain the situation and/or evacuate for safety.

In some cases, staff may make legitimate use of physical intervention if all non-
physical interventions have been exhausted and a student is:
 physically assaulting another student or staff member
 posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Morayfield East
State School’s duty of care to protect students and staff from foreseeable risks of
injury is met. The use of physical intervention is only considered appropriate
where the immediate safety of others is threatened and the strategy is used to
prevent injury.

Physical intervention can involve
 coming between students,
 blocking a student’s path,
 leading a student by the hand or 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 intervention must not be used when a less intrusive response can
     effectively resolve the situation.
 the underlying function or goal of the behaviour.
 staff safety is a priority and
 physical intervention is usually used in a team approach.

Physical intervention is not to be used as a response to:
 property destruction.
 school disruption.
 refusal to comply.
 verbal threats.
 leaving a classroom or the school, unless student safety is clearly threatened.
Any physical intervention made must:
 be reasonable in the particular circumstances,
 be in proportion to the circumstances of the incident,
 always be the minimum force needed to achieve the desired result, and
 take into account the age, stature, disability, understanding and gender of the

After the emergency situation or severe behaviour problem then first aid,
recording, debriefing and follow up occurs as soon as practical after the

Each instance involving the use of physical intervention must be formally
recorded. The school maintains the following records:
    Incident Report (Appendix 8).
    Health and Safety Incident Record (link).
    Debriefing Report for Student and Staff (Appendix 9).

7. Network of student support

The network for support at Morayfield East State School is provided through
positive reinforcement, a system of universal, targeted, and intensive behaviour
supports and is based on a team approach to support students in making positive
behaviour choices within a supportive school environment. Networks may
 the student’s parent/s and sometimes extended family
 trusted family friends
 sporting, cultural and community involvement
 teaching and support staff
 School Chaplain
 a member of the Administration team
 Guidance Officer with a range of referrals and services
 Special Education Unit
 School Nurse
 Special Needs Team
 School Community Police Officer based at Morayfield State High School
 District personnel including Senior Guidance Officer, Behaviour Services,
    Learning Engagement On-Line, Positive Learning Centres, Wraparound and
    Managing Young Children’s Program.

Support is also available through the following government and community
 General Practitioners and Paediatricians
 Lifeline Caboolture
 Caboolture Regional Domestic Violence Service
 Caboolture Early Years Centre
 Caboolture Area Youth Service (CAYS)
 Caboolture Community Health
 Caboolture Neighbourhood Centre
 Disability Services Queensland
 Gallang Place
 Family Planning Queensland
 Mission Australia’s Referral for Active Intervention Service.
 Caboolture Child Youth and Mental Health Service
   Caboolture Police and Caboolture Child Protection Investigation Unit
   SCAN
   Department of Communities (Child Safety Services)

Cases of need are identified through OneSchool data, parent referral, teacher
concern or referral from Administration. These are presented to the Special
Needs Committee. This team, at the direction of the Principal, prioritises and
allocates resources in a fair and just manner to support the whole school

8. Consideration of individual circumstances

Morayfield East State School values individual differences and circumstances
which impact on a student’s capacity to manage their own behaviour. Factors
taken into account when considering consequences for rule-breaking and follow
up support may include:
 age of the student
 family, cultural and socio-economic circumstances
 pattern of rule-breaking – frequency and intensity of behaviour incidents
 verification and timeliness of information
 degree of provocation
 intent of action
 effect of the action on the wider school community
 involvement of Department of Child Safety and/or Queensland Police.
 honesty and level of genuine remorse and commitment to follow the rules.

The school actively seeks to provide the adjustments catering to the individual
students need or disability; and to balance this with the needs and rights of the
whole school community as outlined in the Code of School Behaviour.

9. Related legislation

       Commonwealth Disability Discrimination Act 1992
       Commonwealth Disability Standards for Education 2005
       Education (General Provisions) Act 2006
       Education (General Provisions) Regulation 2006
       Criminal Code Act 1899
       Anti-Discrimination Act 1991
       Commission for Children and Young People and Child Guardian Act 2000
       Judicial Review Act 1991
       Workplace Health and Safety Act 1995
       Workplace Health and Safety Regulation 1997
       Right to Information Act 2009
       Information Privacy (IP) Act 2009

10. Related policies

       SMS-PR-021: Safe, Supportive and Disciplined School Environment
       CRP-PR-009: Inclusive Education
       SMS-PR-027: Enrolment in State Primary, Secondary and Special
       SMS-PR-022: Student Dress Code
       SMS-PR-012: Student Protection
       SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and
      GVR-PR-001: Police Interviews and Police or Staff Searches at State
       Educational Institutions
      ICT-PR-004: Using the Department's Corporate ICT Network
      IFM-PR-010: Managing Electronic Identities and Identity Management
      SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic
       Equipment by Students

11. Some related resources

     Family Planning Queensland protective behaviours brochure
     Bullying. No Way!
     MindMatters
     School Wide Positive Behaviour Support
     Code of Conduct for School Students Travelling on Buses


   Dr Brian Gray        Mrs Tracey Renwick         Mr Norm Fuller
   Principal            P&C President              Acting Executive Director

Date effective:

from January 2010 to January 2011
  1. Fair Go for Everyone
  2. Individual Behaviour Support Plan template
  3. Behaviour Incident Record and Keycard for Playground Incidents
  4. The Use of Personal Technology Devices at School
  5. Procedures for Preventing and Responding to Incidents of Bullying
     (including Cyberbullying)
  6. Glossary of Rule Breaking Behaviour Categories in OneSchool
  7. Communication and Basic Defusing Strategies
  8. Incident Report involving Severe Behaviour
  9. Debriefing Report

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