Responsible Behaviour Plan for Students by lindahy

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Responsible Behaviour Plan for Students

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									Durack 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.

Positive and responsible student behaviour is essential to the smooth running of
the school, to the achievement of optimal learning opportunities, and to the
development of a supportive and cooperative school environment.

The school provides a positive culture where bullying is not accepted, and in so
doing, all will have the right to respect from others, the right to learn, and a right
to feel safe and secure in their school environment.

School beliefs about behaviour and learning
Durack State School’s ‘Responsible Behaviour Plan for Students’ is aligned to the
Health Promoting Schools Project – I Can Be …. In this instance it is primarily
focussed on:
1. An educational component – I Can Be Resilient – a values based
    educational program
2. An assertive discipline component – I Can Be Safe

Aims:
 •    To build a school environment based on high level values, positive
      behaviour, mutual respect and cooperation.
 •    To promote a team approach (students, staff, parents)
 •    To manage challenging/unacceptable behaviour in a positive and
      professional manner.
 •    To establish a well understood and logical sequence of consequences
      and rewards for student behaviour.

Processes for facilitating standards of positive behaviour
and responding to unacceptable behaviour
Whole-school behaviour support

I Can Be Resilient
The school curriculum will include units around a values education program that
supports resilience, positive choices, anti bullying, conflict resolution and
leadership. The key to Durack’s resilience program is the WATCH program
                WATCH your Words
                WATCH you Actions
                WATCH your Thoughts
                WATCH your Character
                WATCH your Heart

The school provides a wide range of positive extra-curricula activities for students
including sporting, musical, leadership, cultural activities and appropriate leisure
pursuits.
The school provides a breakfast club in order to develop greater understandings
of what makes a healthy breakfast and the impact this has on behaviour and
learning.

All staff will undertake professional development focusing on student behaviour,
relationships and building discipline management.

Positive student behavioural achievement will be promoted and recognised.
        1. “Gotcha” Awards – Children who are “doing the right thing” in the
            playground are to receive Gold Awards. All these awards are placed
            in the box in the office and 5 are selected on assembly to receive a
            more tangible award
        2. Helping Hands – Student volunteers
        3. “Student of the week” – for students who demonstrate a sound
            application of our values and beliefs
        4. Principals Awards – for academic achievement
        5. Class awards program

I Can Be Safe
1. Whole school rules will be consistent throughout the school
    Class rules include
              o Working quietly
              o Putting your hand up to speak
              o Being prepared
              o Being in the right place
              o Listening when others speak and follow directions immediately
              o Taking care of yourself, others and property

   Playground rules include
            o Being in the right place
            o Being safe and fair
            o Being respectful and courteous
            o Keeping hands and feet to yourself

2. Use of anti bullying strategy - 5 finger approach
              o Keep away
              o Ignore
              o Say no
              o Talk about it
              o Tell the teacher

3. School Routines – At the beginning of each year, the teacher will discuss
   with the class the school rules and what playing safe means. These include
               o Playing in the correct area
               o Playing in a way that does not harm others
               o Finishing food before playing
               o Correct use of equipment
               o Wet day Procedure

4. Differentiated classroom program caters for students through
               o Small group focus
               o Connected curriculum

5. 6 Hat Thinking Program to support the development of problem solving
   skills.
6. The school will deliberately engage the services of guest speakers or
   workshop facilitators etc to act as positive role models.


Targeted behaviour support
   .
Behavioural incidents will be followed up by completing a Grey Form. Full details
about the incident, witnesses, responses, level of severity and consequences
must be included. Case notes of all incidents are recorded




                                                                   On your observation Please indicate
                                                                   if you believe it is a minor or major
                                                                                 incident




Note the students that
 require intervention                                                                            Please record
                                                                                             witnesses especially if
                                                                                                   a teacher


   Please write up incident and the
    results of your investigations




                                                                                        Your action is important
                                                                                     particularly if the incident has
                                                                                      been resolved through your
                                                                                    actions, this impacts on further
                                                                                              intervention




         When a grey form is completed the more information supplied the easier it is to deal with the incident and
                  the students involved. Please ensure the information highlighted in blue is completed
Consequences for inappropriate behaviour will be followed up. Initial key
strategies include
        1. Time out in classroom or playground
        2. Time out in office
        3. Peer mediation and peer counselling will be key strategies employed
            to guide and develop group student behaviour.

Parents will be kept informed. Communication to parents is made by
       1. Phone or
       2. Letter – parents signature and letter returned to acknowledge receipt
       3. Direct contact

Intensive behaviour support

Consequences for ongoing inappropriate behaviour will be followed up with an
individualized behavioural management program for each student. Key strategies
include
        1. Developing a Behavioural Flow Chart – Students experiencing
            difficulties achieving positive behavioural outcomes will have
            individual learning plans “behavioural flow charts” developed in
            consultation (where possible) with
                           • Students
                           • Deputy Principal
                           • Teacher
                           • Parents
        2. AVT – Behavioural support
        3. Counselling - GO
        4. In house suspension
        5. Suspension

Parents will be kept informed, and actively encouraged to assist in the
development of their children’s behavioural management plan.

Example of Behavioural Flow Chart

                                (Students Name) choices
           Good choices                                                       Good choices
                                        Preferred
             Good choices                                    Bad choices

     Rewards (lower grades)                         Go to buddy class
         Access to school                             and complete
     activities that the student                     reflection sheet
      enjoys (upper grades)
                                                                                 Bad choices

                                                                           Sent to office
                                      Prove you                            Letter home
 Behaviours that are a bad            can work
 choice                            (Student) needs to make
 (List of behaviours that are                                                    Bad choices
                                   choices.
 not acceptable)                   What choices will
 1.                                                                        Sent home
                                   (Student) make?                         Time away
 2.
 3.                                Signed by
 4.                                    o Student                               Bad choice
 5.                                    o Teacher
                                       o DP                                Suspension
                                       o Parent
Consequences for unacceptable behaviour
Consequences of unacceptable behaviour include
      • Redirection
      • Reminder of consequences
      • Time out in buddy class or in playground
      • Responsible thinking area
      • Parent communication
      • Behaviour flowchart
      • Behavioural Advisory Visiting teacher (AVT) referrals
      • In-house suspension
      • Suspension
      • Exclusion

An up-to-date database of student behaviour will be maintained.
               1. SMS – major incidents
                       o Gross impertinence or intimidation of a member of staff
                       o Gross intimidation of another child
                       o Severe assault on fellow student
                       o Repeated foul language
                       o Severe disruptive behaviour
Student disciplinary absences are utilized as a consequence after considering all
other responses.

The network of student support
The school’s Special Needs Committee led by the Deputy Principal is the forum
for ensuring that individual needs are addressed when supporting children
through a range of agencies.

Support Agencies that can be drawn on to support students
   • Culturally appropriate liaison officers
   • Behavioural Management Team - AVT
   • Early Childhood Intervention Team
   • Pathways
   • Interagency forums
   • Kids in Mind
   • Department of Child Safety
   • JAB


Consideration of individual circumstances
Consequences for breaking the rules or breaching the schools Responsible
Behaviour Plan for Students vary according to a number of factors which may
include:
    • Age of child
    • Previous behaviour record
    • Severity of the incident
    • Amount of reliable evidence
    • Degree of provocation
    • Intent of the action
    • Honesty and perceived level of genuine remorse.
To ensure alignment with the Code of School Behaviour when applying
consequences and inclusive strategies, the individual circumstances and actions
of the student and the needs and rights of the school community members will be
considered at all times.


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 –
       Queensland (www.education.qld.gov.au/curriculum/values/)
   •   Bullying. No Way! (www.bullingnoway.com.au)
   •   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
Please add additional resources that you consider relevant.


   Principal            P&C President or           Regional Executive Director or
                       Chair, School Council       Executive Director (Schools)

								
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