Mt Kilcoy SS Responsible Behaviour

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					MOUNT KILCOY 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.
All members of the school community are expected to by guided by this code

   We have the right to work, play and learn in a friendly, safe and helpful school;
   We are expecting re sponsibility for ourselves, learning, behaviour, our school
    community, our belongings and equipment, and;
   We follow the rule s of the school which are supported by our community.



School beliefs about behaviour and learning
At Mount Kilcoy State School we believe
 Learning is a life-long process
 Learning occurs best wit hin a supportive, stimulating and challenging environment
    which develops self-esteem, fosters a love of learning and recognis es students
    individual needs and abilities
 Quality learning outcomes are enhanced when there is a shared responsibility for
    behaviour across the school community, which is promoted through clear
    communication processes.
At Mount Kilcoy State School, the following rights and res ponsibilities are valued and
supported by the school community.
                                        Students

                 Expectations                                       Expectations
           Students have the right to:             The students have the responsibility to:
   Work, play and learn in a friendly, safe and    Be friendly, safe and helpful in their
    helpful school;                                   interactions;
   Receive respect, courtesy and support of        Follow school rules and procedures;
    the school community;                           Be organised for learning;
   Be informed about school rules and              Participate in school activities and complet e
    procedures;                                       tasks, and;
   Have experiences that meet their learning       Seek support if concerns arise.
    and developmental needs, and;                   For own behaviour and learning
   Access available support if concerns arise.     Respect for themselves and ot hers

                                    Parents/Carers

                  Expectations                                       Expectations
Parents should:                                    Parents have the res ponsibility to:
 Feel welcome and to know that their               Be respectful to all other members of the
    children work, play and learn in a safe and        school community;
    supportive school;                              Access information on school activities,
 Be informed of school activities, children’s         children’s progress and school
    progress and school expectations;                  expectations;
 Expect reasonable and consistent codes of         Support the school by reinforcing school
    behaviour from students and staff;                 rules and codes of behaviour, and;
 Demonstrate respect, courtesy and support         Show active participation in their students
    from the school community;                         learning
 Be involved in school decision making;            Maintain constructive communication and
 Be informed of options and support                   relationships within the school
    available if concerns arise, and;               To respect and be respected by all
 Access information on managing behaviour             members of the school community
    and parenting strategies.

March 2009
School

At Mount Kilcoy State School the staff, which includes teachers, principal,
support staff and volunteers have the following rights and responsibilities.


                 Expectations                                        Expectations
The staff have the right to:                        The staff have the responsibility to:
 Receive respect, courtesy and full support         Provide a supportive, safe and friendly
   of the school community;                            school environment;
 Expect reasonable and consistent codes of          Provide inclusive and engaging curriculum
   behaviour from students, and;                       and teaching
 Work in a supportive, professional                 Be supportive of school policy;
   environment.                                      Promote the skills of responsible self
                                                       management
                                                     Work effectively as part of the school team
                                                       supporting students, parents and ot her
                                                       staff;
                                                     Model and reinforce appropriate
                                                       behaviours, and
                                                     Initiate and maintain constructive
                                                       communication

                                        Principal

At Mount Kilcoy State School the Principal also has the following additional rights
and responsibilities.


                Expectations                                         Expectations
The principal has the right to:                     The principal has the responsibility to:
 Be informed of any problems, diffic ulties or      Provide leadership to develop a supportive
   concerns, and;                                      school environment;
 Make final decisions regarding issues after        Ensure that all members of the school
   community consultation.                             community take responsibility for their
                                                       various roles within the school;
                                                     Ensure that all members of the school
                                                       community are aware of school policies
                                                       and procedures;
                                                     To consult and negotiate wit h staff, parents
                                                       and students at mutually accepted times,
                                                       and;
                                                     To proactively, monitor and implement
                                                       strategies to prevent and minimise
                                                       unaccept able behaviour.




March 2009
Processes for facilitating standards of positive behaviour
and responding to unacceptable behaviour
At Mount Kilcoy State School, everybody follows:

RACER Rules

To help prot ect our rights and to encourage responsibility, we have the following basic
rules:-

Respect         Action         Co operation         Effort           Responsibility

At the beginning of each school year and term, the staff and students will negotiate the
rules for their classroom. Which will fall under each of our basic rules.
The rules are written in a positive way and are owned by teachers and students.
The rules are reasonable, fair, and articulate appropriate behaviour.

For overall rules at Mount Kilcoy which is not exhaustive please see Appendix 1

Whole-school behaviour support
Rights and responsibilities
At Mount Kilcoy we explicitly teach, model and practice behavioural expectations. Our
RACE R rules are visible around the school. Our rules and expectations have been
developed collaboratively, are fair and applied consistently and modelled by all. Whole
school practice STOP, THINK ,DO and we communicat e and work closely with parents

Positively reinforce and acknowledge the use of appropriate behaviours
    Awards on assembly are linked to RACE R rules (Student of the Week, tuckshop
         vouchers )
    Positive phone calls from the principal made each term
    Spotting Star awards
    Communication folders used in playground including (spotting stars and reflection
         sheets)
    RACE R rules displayed around school
    Newsletter items

The school and teac hers
    Promotes behaviours through classroom behaviour management strategies,
       social skills programmes and provision of quality curriculum
    Promotes behaviour through clearly defined expectations, rights and
       responsibilities.
    Monitors student behaviour, reinforces student responsibilities.

Mount Kilcoy has clear processes and open communication with parents. We have a
supportive school environment with an engaging relevant curriculum which has been
developed to meet the needs of our students.

Targeted behaviour support

At Mount Kilcoy we support students displaying inappropriate behaviours through
     RACE R Rule reminders and review of behaviour expectations
     Teaching appropriate replac ement behaviours
     Reinforce appropriate behaviour choices
     Make modifications to the curriculum to keep students engaged
     Clearly defined behaviour expectations. Teacher may assist through drafting of
       an individual behaviour support plan, contract, informal plan or other method.




March 2009
Procedures for Upholding the Code

The following behaviours are not supported by the community as they are not safe,
friendly or helpful.
a) Physical – bullying, fighting, punching, hitting, kicking, throwing stones, damaging
     property, littering
b) Verbal – name calling, swearing, harassment, disobedience, abuse
c) Illegal – stealing, graffiti, drugs, truancy

Procedures to follow for a safe and friendly environment

Mild Misbehaviour

Students attempt to resolve problem using S TOP, THINK, DO Strategies.


Medium Misbehaviour
School wide consistency
Staff Intervention – (Staff use responsible thinking steps for a common, consistent
approach to behaviour incidences)
    1. Calm student/s if necessary
    2. “What is the problem?” (listen without interruption to student’s version of events)
    3. “Have you tried to solve the problem?”
    4. “Is there a school rule about this?”
    5. “What needs to happen now?”
    6. Time-out for reflection and self correction OR task appropriat e to behaviour.
    7. Phone call or notification to parent.
    8. Instigation of formal communication bet ween home and school.

Major Misbehaviour

Referral to Principal: Student supported through Alternative Program / Individual
Behaviour Support Plan
Principal reviews behaviour file on student and contacts parents/caregivers. An interview
to discuss behavioural records and alternative program for student or the development of
an Individual Behaviour Management Plan. ( Interview includes Principal, Class Teacher,
parent/caregivers, student and where required Behaviour Support Teacher and G.O.)
If required access outside agencies such as CYMHS

Severe Misbehaviour

The principal advises parents/caregivers of necessary future support options, including:
   a) Counselling by Guidance/Support Personnel/Police/Welfare Officer
   b) Suspension (wit h associated re-entry procedures)
   c) Exclusion

Please note that the Principal has the right and the responsibility to take action
when there are severe offences and breaches of the school rule s.
Intensive behaviour support

The behaviour support proc ess for individuals who require intensive support is outlined in
our program.
All stakeholders including the student will be involved in this process . An individual
management plan will be formed providing support for the child to re engage in the
classroom and school. Emphasis on the individual’s needs and the support they require
will be outlined in this plan.
This will be revisited over set periods of time to renegotiate/ change to suit the needs of
the child. Parents/caregivers will be involved with this process so they are informed.
Regular communication wit h parents/caregivers will be established with the class teacher.
The use of Guidance Officer, CYMHS, Learning Support Team, Wraparound




March 2009
Consequences for unacceptable behaviour


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. Appendix 2 outlines guidelines for
consequences for unaccept able behaviour, which range from of rule reminder, loss of
play time or community service for medium misbehaviours, to the implementation of an
Individual Behaviour Support Plan, Guidance Officer counselling, referrals to external
agencies, or suspension for serious misbehaviours.

STUDENT BEHAVIOUR SUPPORT

        All school behaviour is appropriate.

STUDE NT            Behaviour includes work completion, compliance with uniform code,
                    punctuality, care for others and school environment.

TEA CHE R           Promotes behaviours through classroom behaviour management
                    strategies, social skills programmes and provision of quality
                    curriculum.

SCHOOL              Promotes behaviour through clearly defined expectations, rights and
                    responsibilities.

PARENTS             Support maintenance behaviour through being aware of school
                    behaviour expectations, reinforcing the Code of Behaviour and
                    maintaining positive contact with teacher.

CELEBRA TIONS       Spotting Stars, Certificates on parade, In class praise, stickers.



        Mild Misbehaviour

STUDE NT            Behaviour is mostly managed by student but needing some
                    assistance from teacher.

TEA CHE R           Monitors student behaviour, reinforces student responsibilities.
                    Discretionary contact with parents and/or Admin.

SCHOOL              Admin. may intervene upon teacher request. May assist teacher with
                    implementation of procedures.

PARENTS             Are informed if behaviour is ongoing.

CONSEQUE NCES Include but are not confined to community service, reflection sheet
              on inappropriate behaviours, discussion with teacher

        Medium Misbehaviour

STUDE NT            Persistent behaviour or incidents of medium misbehaviour. Student
                    needs assistance from teacher, parent, Admin

TEA CHE R           Informs parents and Admin. Teacher clearly defines behaviour
                    expectations. Teacher may assist through drafting of an individual
                    behaviour support plan, contract, informal plan or other method.
                    Referral to ot her agencies is discretionary.

SCHOOL              Administers appropriate consequences. Teacher/Admin. Monitors
                    student in strategies to help student modify behaviour.


March 2009
PARENTS             Informed of student behaviour phone/interview by teacher

CONSEQUE NCES Include but are not confined to Time Out, removal of privileges,
              possible restrictions on/off campus sport and activities, classroom
              consequences, restitution

        Major Misbehaviour

STUDE NT            Persistent incidents of major misbehaviour, student needs assistance
                    from teacher, parent, Guidance Officer/BMT, Admin. and possible
                    other agencies.

TEA CHE R           Reinforces Behaviour Management Plan timeline and behaviour
                    expectations for student. Monitors behaviour and liaises with
                    BMT/Admin.

SCHOOL              Admin and BMT administer appropriate consequences. Facilitates
                    case management, including guidance counselling , a Behaviour
                    Support Plan and other support services as necessary.

PARENTS             Are kept in regular contact regarding student behaviour. Parents are
                    encouraged to support school efforts in the facilitating of school
                    based or external support services. An interview with Admin. should
                    take place to discuss individual behaviour management strategies.

CONSEQUE NCES Students report to supervising teac her/ Admin, at morning tea and
              lunch. Exclusion from school camps, interschool sport and
              excursions, unless supervis ed by parent. Individual management
              plan.



        Severe Misbehaviour

Suspension from school. Students who return from suspension and agree to abide by an
IBSP are promoted. All parties are involved with student management.



See Appendix 2
The network of student support
Student support at Mount Kilcoy State School is well established.
     Peer groups
     Transition teacher
     Learning support teacher
     Teaching and non teaching staff
     Administration
     Learning behaviour support teacher
     District Behaviour Support consultants
     Guidance officer
     The wider school community
     Outside agencies such as CYMHS
     Queensland Health




March 2009
Consideration of individual circumstances
In all cases of behaviour management in the school, the individuals circumstances are
taken into consideration. Mount Kilcoy is a small school and as such is very supportive of
their school community. The relationships formed with parents/caregivers and teac hers is
of priority. Through the investigation process whereby information is gathered, individual
circumstances will be taken int o consideration. This also includes those students who
have been identified as a student with a dis ability, emotional disturbance, cultural
differenc es and has special needs.




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
       Work place Health and Safet y Act 1995
       Workplace Health and Safety Regulation 1997
       Freedom of Information Act 1992
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 Safe Schools Framework
        (ncab.nssfbe stpractice.org.au/resource s/re source s. shtml )
       National Framework for Values Education in Australian Schools
        (www.valueseducation.edu.au)



March 2009
      National Framework for Values Education in Australian Schools – Queensland
       (www.education.qld.gov.au/curriculum/values/)
      National Safe Schools Week www.safeschool sweek.dest.gov.au
      Bullying. No Way! (www.bullyingnoway.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


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




March 2009
                                                                                 Appendix 1

                                        RACER
Respect

General Courtesy
Children should remember to:
      Remove hats before entering a classroom or the office.
      Knock before entering a room.
      Always address or answer persons politely
      Help keep the school neat and tidy. Place litter in the bin.
      Respond to bells and sirens promptly
      Look after their own and others belongings
      Treat others as they wish to be treated

Action
Safety
All students are responsible for their own actions and are expected to play safely, so as
not to injure themselves or others especially younger students. Students must show
consideration for others, especially younger students.
Dangerous play such as the following, is not acceptable:
      Tackling, hitting, punching and kicking.
      Games such as “Red Rover” and “Brandy” are not permitted
      Football must be “touch” or “league tag” (no 1, 2,3 held or tackle)
      Riding bicycles in the school grounds
      Running on conc rete or pavers or steps around buildings
      Climbing trees or fences
      Climbing on roofs to retrieve balls or other objects
      Throwing stones, sticks, pinecones or other objects
      Unsafe gymnastics such as handstands etc.
      Kicking balls under the PS88 area or near buildings
REMEMBER: Safety first at all times

Out of Bounds Areas
Children must keep away from the Out of Bounds areas, which are:
      All rooms unless a teacher/aide is pres ent
      The staffroom unless an adult has requested it.
      Under Admin and Library buildings
      Behind the tennis courts and around the Groundsman’s shed and hill area
      Around the cars, car park and bus zone
      The music room unless required for practice
      In the gardens
      At the dental van, unless requested to be there
      Tank stands
      Veranda’s & alcoves under stairs
      Behind toilet block

Non-Play Areas
Children should play in the correct areas. The following are non-play areas:
      School buildings
      Toilet buildings
      Paved area in front of Administration block
      Septic Plant
      School fence lines
      Vegetable patch
      Netball court and oval before school




March 2009
Co operation

Students
     Play fairly and include others
     Bullying/harassment is not tolerated

Parents are encouraged to:
Collect young children who have to cross Jenkinsons Road.
      Assist the school to enforce these general rules, and the “Code of Conduct” for the
       benefit of all.
      Support a school community free from harassment and intimidation.

Effort

Students are to work to the best of their ability

Playing in proximity to road areas
Children should always:
      Only cross Jenkinsons Road under the direct supervision of a member of the
       school staff.
      Remember that any play balls which roll out of the grounds onto the road must be
       retrieved under the careful, direct supervision of the teacher on duty. If there is any
       doubt as to the safety of students, the Groundsman is to retrieve the equipment.
Please leave at home
      Bubble gum / chewing gum and lollipops.
      Expensive toys, gameboys, radios etc. – the school will not be responsible for
       damage or loss.
      All jewellery which could be considered a safety risk – see School Dress Code.
      Toy guns, knives or sling shots

Responsibilty

Students are responsible for their own behaviours and how they conduct themselves at
school.
At morning tea and lunchtime children are expected to sit and eat their food in their eating
areas until released by the teacher on duty. Children are expected to clear away all
rubbish before being released.
Sporting Equipment
      School sporting material is available only during lunch breaks
      The borrower is responsible for the returning of the sports gear.
      Students should line up outside the sports room to collect/return equipment.




March 2009
RACER CARDS

Respect
Make good choices
Listen when others are speaking
Be tolerant of others
Treat others as you like to be treated
Think first, before you act

Actions
Stay calm
Get over it
Decide how bad things really are
React to situations sensibly
Bounce back
Don’t let things get you down
Think positive
Accept yourself
Be independent

Co operation
Work well with others
Try something new
Talk to someone new
Take risks
Follow rules

Effort

Do hard things without asking for help
Share new ideas with your teacher
Put in your best effort
Try hard and stick with it
Stay focused on your own work
Check your work is correct
Work tough
Finish things on time
Practise things

Responsibility
Keep things tidy
Have all your equipment ready
Make plans to get things done
Set goals
Make sure you understand all of the instructions
Plan your time and keep an eye on it



March 2009
                                                                                                                   Appendix 2
GUIDELINES FOR CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR:                      (This list is not exhaustive)


Mild Misbehaviour      Medium Misbehaviour                  Major Misbehaviour              Serious Misbehaviour

 Incomplete work       Swearing                           If Medium Misbehaviour           Physical/sexual
  – class, home         Safety breaches in the classroom   continues or persists and         abuse of
 Safety Breaches       Littering                          support programs are not          students/staff
  in the classroom      Loitering in Out of Bounds areas   working, alternative program     Verbal/written abuse
 Teasing               Bad sportsmanship                  will be put into place.           of staff
 Dangerous             Bullying                           Renegotiate IBSP with            Truancy
  running on            Fighting                           stakeholders.                    Vandalism
  bitumen/cement        Petty Theft                        Procedure is put in place,       Stealing
 Not following         Breaking property                  which if not successful will     Substance abuse
  teacher directions    Failure to complete tasks          lead to suspension of
 Dress standard        Endangering the safety of others   student.
                        Misuse of property
                        Disrupting others
                        Spitting
                        Written obscenity
NOTE: Persistent mild misbehaviour constitutes medium
misbehaviour.
Consequence of action in these circumstances to be
negotiated.
 Rule reminder            Rule reminder                    Individual Behaviour           Suspension from
 Reflection sheet         Loss of playtime – this may       Support plan                    school
 Loss of playtime           include Time Out/ reflection    Referred to GO,                Ongoing counselling
 Community Service          sheet                            Counselling                    Behaviour team
 Behavioural              Community Service                Behaviour team                  accessed
   expectations            Parent/caregiver contacted        accessed                       IMP
   reviewed                                                  CYMHS other outside            Exclusion from
                                                              agencies notified if            school
                                                              necessary
                                                             Excursions must have
                                                              parent supervision


March 2009

				
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