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Responsible Behaviour Plan for

Students based on The Code of School Behaviour

2017 - 2018

1. Purpose

Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. Pialba State School is committed to providing a safe, respectful, responsible and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing. Behaviour support at Pialba State School is very much based on successful partnerships between home and school with parents / caregivers, teachers and students working together to create an environment for better learning and teaching. The purpose of the Responsible Behaviour Plan is to assist students to develop high standards of behaviour so that everyone can fully participate as a member of the Pialba State School Community to ensure effective learning and teaching in our school. Our Responsible Behaviour plan is an integral part of our School Strategic Plan developed through staff and community consultation and is a key component of our Student Engagement in Learning strategy. It is specifically identified under the School Curriculum strategic priority, through strategy Engage with and implement a whole school learning engagement framework. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community. Pialba State School is a PBL- Positive Behaviour for Learning School. 2. Consultation and data review Pialba State School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken through survey distribution and community meetings held during 2016/17, largely as a result of the Priority School Review. This included a comprehensive analysis of school data, relating to attendance, absenteeism, school disciplinary absences and behaviour incidents.

The Plan was endorsed by the Principal and the President of the P&C and Assistant Regional Director in 2017. The Plan will be reviewed again in 2018.

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3. Learning and behaviour statement All areas of Pialba State School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximizing the success of academic education programs. Our school is committed to the Positive Behaviour for Learning process (PBL). Guiding Principles

The school strongly believes that an engaging curriculum that differentially meets student needs, promotes student learning, reducing the occurrence of disengaged and challenging learner behaviours

Effective behaviour support at school is based on strong partnerships between home and school

The school community need to experience success each day to contribute effectively to the learning environment.

All members of the school community have the responsibility to provide models of acceptable behaviour

A fair, consistent and effectively planned approach to disengaged and challenging behaviours involves all stakeholders

Students need to know the high expectations school staff have for them and to be explicitly taught these expectations

It is important that students, staff and our school community are aware that they are responsible for their own actions.

Our Responsible Behaviour Plan outlines systems and processes that promote positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Through our school plan shared expectations for student behaviour are made clear, assisting Pialba State School to create and maintain a positive and productive learning and teaching environment, where ALL school community members have clear and consistent expectations and understandings of their role in the educational process. 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. As part of our Positive Behaviour for Learning process, four core expectations are identified that support the range of teaching and learning contexts in our school.

Be Safe

Be Responsible

Be Respectful

Be a Learner These expectations are visible across or school and are referenced regularly in communications with all stakeholders. At Pialba State School – Students are expected to:

follow the school rules/expectations

participate actively in all learning activities

take responsibility for their own behaviour and learning

behave in a manner that respects the rights of others, including the right to learn

cooperate with staff and others in authority Parents are expected to:

show an active interest in their child’s schooling and progress

cooperate with the school to achieve the best outcomes for their child

support school staff in maintaining a safe and respectful learning environment for all students

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initiate and maintain constructive communication and relationships with school staff regarding their child’s learning, wellbeing and behaviour

contribute positively to behaviour support plans that concern their child School Staff are expected to:

provide safe and supportive learning environments

provide inclusive and engaging curriculum and teaching

initiate and maintain constructive communication and relationships with students and parents

promote the skills of responsible self-management. Principal / Deputy Principal is expected to:

play a strong leadership role in implementing and communicating The Code of School behaviour in the school community

ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan for Students

communicate high expectations for individual achievement and behaviour

review and monitor the effectiveness of school practices and their impact on student learning

support staff and facilitate professional development to improve the skills of staff to promote responsible behaviour.

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. ASOT Framework The “Art and Science of Teaching (ASoT) is the school’s Teaching and Learning Framework that provides a structure within which PBL exists. The following ASOT design questions reflect this alignment. Design Questions 1: What will I do to establish and communicate learning goals? Design Question 6: What will I do to establish or maintain classroom rules and procedures? Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? Design Questions 8 What will I do to establish and maintain effective relationships with students? Design Question 9: What will I do to communicate high expectations for all students? 4. Processes for facilitating standards of positive behaviour and responding to

unacceptable behaviour Universal Behaviour Support The first step in facilitating standards of positive behaviour is communicating those standards to all students. At Pialba State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students which is designed to prevent problem behaviour and to provide a framework for responding to unacceptable behaviour.

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A set of behavioural expectations in specific settings has been attached to each of our three school rules. The Schoolwide Expectations Teaching Matrix below outlines our agreed rules and specific behavioural expectations in all school settings.

PIALBA STATE SCHOOL SCHOOL RULES & STUDENT BEHAVIOUR EXPECTATIONS

Rules All AREAS

including the Office and Parade

Classroom Online Playground Under covered areas including

walkways Toilets Tuckshop Library

Bus Lines/ Bike Racks

Be

a Le

arn

er

Follow the school rules

Listen to and Follow instructions straight away.

Be prepared with the right equipment

Attempt set tasks.

Participate in technology lessons with the use of approved online sites and educational games.

Participate in school approved games and activities

Follow the break time rules and routines.

Set a good example for younger students

Be quick during class time

Ask questions if you are not sure what to order

Participate in library lessons

Participate in library borrowing

Be in the correct area after school

Leave school promptly

Be

Safe

Keep Hands, Feet and objects to yourself

Walk on concrete areas

Care for and use equipment properly

Report problems to an adult

Enter and exit the room in an orderly manner

Keep work space tidy

Keep user names and passwords private

Follow teacher instructions about keeping private information off online sites.

Wear shoes and socks at all times

Be Sunsafe; wear a broad brimmed hat

Play fairly

Keep walkways clear at all times.

Walk one step at a time on the stairs

Use the hand rails properly

Wash your hands after using the toilet and before eating time.

Give others personal space.

Keep your hands and feet to yourself

Use Library equipment properly

Wait inside the gate until the teacher calls out your bus number.

Walk with the teacher to your bus.

Let younger students on the bus first

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Rules All AREAS

including the Office and Parade

Classroom Online Playground Under covered areas including

walkways Toilets Tuckshop Library

Bus Lines/ Bike Racks

Be

Res

pec

tfu

l

Use polite language

Respect others’ personal space and property

Care for the Environment

Ask permission to leave the classroom

Raise your hand to speak

Respect others right to learn

Respect others right to use online resources free from interference and bullying

Be courteous and polite in all online communications

Be a problem solver

Invite others to join in

Be quiet so as not to disturb others

Be aware of the privacy of others.

Be polite when ordering your food and drinks

Stand and wait quietly

Keep quiet in the library

Handle books properly

Use your own bike/ scooter only

Be

Res

po

nsi

ble

Wait your turn.

Be in the right place at the right time.

Be honest

Report to the teacher

Be on time

Talk in turns

Take an active role in classroom activities.

Report any unacceptable behaviour to the teacher

Post only appropriate content online

Return equipment to where it belongs at the end of play.

Move quickly and responsibly when traveling from one place to the other

Use toilets during break times.

Look after your money and keep it in a safe place.

Bring a Library bag for your borrowing a book (P-3)

Line up when you have chosen a book

Return books to the Library on time

Wait your turn

Keep your belongings with you

Have your bus pass ready

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Pialba State School Key reference documents:

Appendix Document Page Appendix Document Page

Appendix 1 The Schoolwide Expectations Teaching Matrix

13-14 Appendix 11

Reflection Room and Operating Guidelines Including P-2 and 3-6 Student Reflection Forms

32-36

Appendix 2 Minor Major Behaviour Consequences

15-17 Appendix 12

Admin Support Request

37

Appendix 3 Use of Personal Technology Devices at School

18-19 Appendix 13

Reflection Forms (Orange paper) for Admin investigation and approval.

38

Appendix 4

Essential Skills Classroom Management – Better Behaviour Better Learning EQ

20 Appendix 14

Buddy Referral Form 39

Appendix 5 Appropriate use of Social Media

21-22 Appendix 15

Physical Restraint / Intervention Form

40-41

Appendix 6 Dress Code 23-24 Appendix 16

Debriefing Report 42

Appendix 7

Procedures for preventing and responding to bullying including cyber bulling

25-26 Appendix 17

Complaints Management Process

43-44

Appendix 8 MITs referral 27-28 Appendix 18

Individual Behaviour Support Plan

45-46

Appendix 9 Pialba Process for Classroom behaviour and Flowchart

29 Appendix 19

Flexible Arrangement Policy

47-48

Appendix 10

Pialba Process for Playground Behaviour and Flowchart

30-31 Appendix 20

Behaviour Criteria Reporting based on PBL

49

Appendix 21

Duty Area Map Eating Area Map

50

Positive Behaviour for Learning Positive Behaviour for Learning is a system of school-wide processes designed to prevent and decrease problem behaviour and to increase and maintain positive behaviour. A set of behavioural expectations in specific settings has been attached (Appendix 1) to each of our four school rules. The School-wide Expectations Teaching Matrix outlines our agreed rules and specific behavioural expectations in all school settings. These expectations are taught explicitly in class and acknowledged across all school settings on a weekly basis. Our reward system is referred to as the Golden Ticket and recognizes a student’s ability to meet expectations. Across our school Class Teachers use positive behavior systems (intrinsic and extrinsic) to engage positive behavior outcomes. Positive Behaviour for Learning

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uses data generated by OneSchool referrals to inform systems and practices that will result in improved outcomes for student learning. These expectations are communicated to students via a number of strategies, including:

Positive Behaviour lessons PBL conducted by classroom teachers;

Reinforcement of learning from behaviour lessons at School Assemblies and during active supervision by staff during classroom and non-classroom activities.

5. Reinforcing expected school behaviour Reinforcement of our core values and expectations around behaviour is regular and is delivered across a range of settings.

Explicit teaching of behaviours and follow up discussions in class for all students

Acknowledgement through the Golden Ticket reward system and Positive Behaviour Profiles on One School.

P-2 and 3-6 Assemblies through-out the term acknowledging Student of the Week from each class.

Visual and media reinforcements of expected behaviour – posters, Facebook, Newsletters.

Based on interviews with staff a wide range of strategies to recognize and reward positive behaviour exits within the school and is built upon by class teachers. The list below is a snapshot and not the only approaches used at Pialba State School.

Individual Level Verbal and non-verbal

Tangible rewards e.g. stickers

Student of the Week

Onya Tickets

Trading of tickets.

Class Level Class dojo and other visual behaviour tracking systems

Stickers and rewards

One school positive comments

Contact with family via a range of mediums

School Level Rewards Day for Behaviour and Attendance rewards.

Letters from Principal

Contact with Families using a range of mediums.

6. Responding to unacceptable behaviour Students come to school to learn. Positive Behaviour for Learning processes support a consistent and transparent approach to management of unacceptable Behaviours. (Minor Major Behaviour Consequences (Appendix 2) The Essential Skills for Classroom Management inform best practice for managing low level unacceptable behaviours across the school. ESCMs will be introduced in 2018. (ESCM strategies Appendix 4) Students who are not responsive to pro-active and repeated attempts to gain compliance are referred to our admin team where the admin team will liaise with the parent or guardian and develop a recording sheet for communicating behaviour to and from the home and if necessary a reduction in hours of attendance or a Individual Behaviour Plan on OneSchool.

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The MITs Team operates across the school to support students where repeated unacceptable behaviour in class could be a result of other factors that may well be impacting on their behavior (Referral Appendix 8).

7. Consequences for unacceptable behaviour Minor Major Behaviours refer to (Appendix 2) Pialba State School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours and school values on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. All minor and major problem behaviour is recorded anecdotally using the OneSchool data base Low Level, Minor and Major Behaviours When responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding: Low Level and Minor behaviours are those that:

are minor breeches of the school rules;

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; and

do not require involvement of specialist support staff or Administration. Minor problem behaviours may result in the following consequences: Low level and Minor problem behaviour is handled by staff members at the time it happens.

Use Essential Skills (ECSM)

Restorative Justice – an informal discussion where the behaviour is named and the expected response is share with the student. This could include possible consequences should the behaviour continue.

Work it Out Space (in classroom) or use of Buddy Class (Appendix 14 Buddy referral Form)

Acknowledgment and Redirection- The staff member conferences with the student

Staff names the behaviour that the student is displaying;

asks the student to name expected school behaviour;

states and explains expected school behaviour if necessary;

staff gives positive verbal acknowledgement for expected school behaviour

Consequences that are logically connected to the problem behaviour, such as withdrawal from an activity or event for a specified period

Communication with a parent/guardian is required when student is sent to Buddy Class and is recorded on One School in a timely manner

Major behaviours are those that:

significantly violate the rights of others;

put others / self at risk of harm; and

require the involvement of school Administration. Major behaviours result in an immediate referral to Administration because of their seriousness. When major problem behaviour occurs, staff members calmly state the major problem behaviour to the student and remind them of the expected school behaviour. The staff member then completes the office referral form (Yellow Form – Appendix 12 – Administration Support Request) and phones, directs or escorts the student to Administration.

Major problem behaviours may result in the following consequences:

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Reflection Room Process (Orange Slips Appendix 13)

alternate lunchtime activities

loss of privilege

restitution/restorative process

loss of break times

warning regarding future consequence for repeated offence

Reflection, Withdrawal, Suspension

Monitoring processes (Individual Behaviour Plan – recorded on OneSchool)

Parent Guardian contact, referral to Guidance Officer, referral to Intensive Behaviour Support Team, suspension from school: and/or Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension.

8. Relate problem behaviours to expected school behaviours When responding to problem behaviours, staff members ensure that students understand the relationship of the problem behaviour to expected school behaviour. One method that staff members might use to achieve this is to have students:

articulate the relevant expected school behaviour;

explain how their behaviour differs from expected school behaviour;

describe the likely consequences if the problem behaviour continues; and

identify what they will do to change their behaviour in line with expected school behaviour.

Should a problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour. The Pialba Process:

All classrooms are to have the School Rules clearly displayed in their classrooms.

All classrooms to have a visible behaviour tracking system in their classroom to help students clearly and consistently identify the steps of appropriate and inappropriate behaviour choices.

The function of a visible behaviour tracking system is to empower students to make positive choices and give students a neutral environment to reflect.

At the end of every day the students on their way out of the classroom move their name back to the start no matter where they are. Every day is a fresh start- Every day is a new beginning

Chill out cards are to be used when a student just needs a little time to calm down and get their emotions and thoughts under control. This can occur in either a quiet place in your classroom or in your allocated Buddy Classroom or negotiate area in the office. Please note no longer than 10mins and keep a record of the times it is used (patterns may form).

Teachers are to follow the behaviour steps/ flowcharts.

It is important that parents / caregivers are notified each time their child receives a Reflection. This can be achieved by a parent’s signature on the returned student reflection sheet. If this is not returned, Teachers are to follow up via email or phone call. All Reflections are to be recorded on One School.

Once the student receives 3 Reflections in one term, the teacher is to organise a meeting with the parents and notify admin so DP or Principal can attend.

Before step one is used, staff should have used as many of the ESCMs (Essential Skills of Classroom Management) as possible.

Please refer to the following school based documents:- Appendix 9 – Pialba Classroom Behaviour process Appendix 10 – Pialba Playground Behaviour Process. Appendix 11 - Reflection Room and Operating Guidelines

9. Emergency or critical incident responses

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It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. 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 action.

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.

Basic defusing strategies 1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the

student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language.

2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt,

stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the

problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.

4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge

their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).

5. Debrief: Help the student to identify the sequence of events that led to the unacceptable

behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.

10. Physical Intervention and Restraint 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 Pialba 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/arm, shepherding a student by placing a hand in the center 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 severe response can effectively resolve the situation

the underlying function of the behaviour. Physical intervention is not to be used as a response to:

property destruction

school disruption

refusal to comply

verbal threats

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leaving a classroom or the school, unless student safety is clearly threatened. Any physical intervention made must:

be reasonable in the 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 student. Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:

incident report completed by observer (Appendix 15);

Health and Safety Incident Report recorded in MyHR WHS (accessible through One Portal);

Incident report in OneSchool.

Debriefing report (Appendix 16) The processes can be found at http://ppr.det.qld.gov.au/corp/hr/workplace/Pages/Health-and-Safety-Incident-Recording,-Notification-and-Management.aspx online.

It is important that all staff at Pialba State School have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe. 11. Network of student support Students at Pialba State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour support by:

Parents

Teachers

Support Staff

Administration Staff

Guidance Officer

Advisory Visiting Teachers

Positive Learning Staff

Senior Guidance Officer

School Chaplain

School Based Police Officer

School Based Youth Health Nurse

Indigenous Support Officer

External support is also available through the following government and community agencies:

Disability Services Queensland

Child and Youth Mental Health

Queensland Health

Department of Communities (Child Safety Services)

Police

Local Council

Neighbourhood Centre.

12. Consideration of individual circumstances 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 are considered at all times. Pialba State School considers the individual circumstances of students when applying support and consequences by:

promoting an environment which is responsive to the diverse needs of its students

establishing procedures for applying fair, equitable and non-violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent

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recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state

recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender, disability, cultural

background or socio-economic situation, o receive adjustments appropriate to their learning and/or impairment needs.

13. 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 2011

Workplace Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

14. Related policies and procedures

Statement of expectations for a disciplined school environment policy

Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions

Acceptable Use of the Department's Information, Communication and Technology (ICT) Network and Systems

Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

Temporary Removal of Student Property by School Staff

15. Some related resources

Bullying. No Way!

Schoolwide Positive Behaviour Support

Code of Conduct for School Students Travelling on Buses

Endorsement

Principal P&C President Assistant Regional Director Judy Robinson Steven Vincent

Effective Date: October 2017 – October 2018

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Appendix 1 The School-wide Expectations Teaching Matrix

PIALBA STATE SCHOOL SCHOOL RULES & STUDENT BEHAVIOUR EXPECTATIONS

Rules All AREAS

including the Office and Parade

Classroom Online Playground Under covered areas including

walkways Toilets Tuckshop Library

Bus Lines/ Bike Racks

Be

a Le

arn

er

Follow the school rules

Listen to and Follow instructions straight away.

Be prepared with the right equipment

Attempt set tasks.

Participate in technology lessons with the use of approved online sites and educational games.

Participate in school approved games and activities

Follow the break time rules and routines.

Set a good example for younger students

Be quick during class time

Ask questions if you are not sure what to order

Participate in library lessons

Participate in library borrowing

Be in the correct area after school

Leave school promptly

Be

Safe

Keep Hands, Feet and objects to yourself

Walk on concrete areas

Care for and use equipment properly

Report problems to an adult

Enter and exit the room in an orderly manner

Keep work space tidy

Keep user names and passwords private

Follow teacher instructions about keeping private information off online sites.

Wear shoes and socks at all times

Be Sunsafe; wear a broad brimmed hat

Play fairly

Keep walkways clear at all times.

Walk one step at a time on the stairs

Use the hand rails properly

Wash your hands after using the toilet and before eating time.

Give others personal space.

Keep your hands and feet to yourself

Use Library equipment properly

Wait inside the gate until the teacher calls out your bus number.

Walk with the teacher to your bus.

Let younger students on the bus first

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Rules All AREAS

including the Office and Parade

Classroom Online Playground Under covered areas including

walkways Toilets Tuckshop Library

Bus Lines/ Bike Racks

Be

Res

pec

tfu

l

Use polite language

Respect others’ personal space and property

Care for the Environment

Ask permission to leave the classroom

Raise your hand to speak

Respect others right to learn

Respect others right to use online resources free from interference and bullying

Be courteous and polite in all online communications

Be a problem solver

Invite others to join in

Be quiet so as not to disturb others

Be aware of the privacy of others.

Be polite when ordering your food and drinks

Stand and wait quietly

Keep quiet in the library

Handle books properly

Use your own bike/ scooter only

Be

Re

spo

nsi

ble

Wait your turn.

Be in the right place at the right time.

Be honest

Report to the teacher

Be on time

Talk in turns

Take an active role in classroom activities.

Report any unacceptable behaviour to the teacher

Post only appropriate content online

Return equipment to where it belongs at the end of play.

Move quickly and responsibly when traveling from one place to the other

Use toilets during break times.

Look after your money and keep it in a safe place.

Bring a Library bag for your borrowing a book (P-3)

Line up when you have chosen a book

Return books to the Library on time

Wait your turn

Keep your belongings with you

Have your bus pass ready

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Appendix 2 Minor & Major Behaviour Consequences

Term Definition Minor Examples Major Examples

Bullying Harassment

Continuous (systematic/targeted) emotional, physical, social, verbal and/or cyber abuse. Harassment- Intent to hurt/upset/threaten someone.

Rude gestures

Name calling

Harassing- once

Bullying- ongoing harassment

Defiant/threat/s to adults

Aggressive/passive actions directed towards adults.

Intentional refusal to follow adult directions

Saying no

Refusal to complete tasks

Persistent refusal and challenge to authority and using a fight/flight strategy

Disruptive Deliberate behaviour which interferes with the teaching and learning.

Low level of:

Calling out

Tapping

Whistling

Moving around the room

Throwing furniture

Yelling

Persistent loud noises

Dress code Not following the dress code/policy.

Any breaches of dress code

Sun safety

Parent is notified

Repeated breaches of the school dress code

IT misconduct Breaching Internet/IT user agreement.

Turning off computers or pulling out computer cables

Off task internet use

Using other people’s log in to access inappropriate sites

Misuse of email

Persistent minor behaviour, attempts to cause permanent/serious damage to equipment

Accessing pornographic or inappropriate material

Late Intentional failure in a timely manner to arrive at any school or class activity.

No valid reason for being late

Persistent lateness

Lying/cheating Making false statements/misrepresenting one’s behaviour or completed work.

Saying something that is untrue

Persistent lying

Making false accusations about incidents

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Term Definition Minor Examples Major Examples

Misconduct involving object

Using an object inappropriately other than intended purpose

Inappropriate use of equipment that does not cause harm to people or damage equipment/property

Stealing low value items such as stationary, food, and other personal belongings.

Stealing valuable items

Deliberate inappropriate use of equipment that causes harm to another student or damages equipment.

Non-compliant with routine

Not following school routines, teacher expectations/rules

Walking around during eating time

Repeated running on the cement

Not lining up in a timely manner

Repeated (more than 3 times in a session) failure to follow teacher instructions or school rules

Other conduct prejudicial to the good order and management of school

Inappropriate conduct which defames reputation of the school/staff.

Gossip and inappropriate comments about the school

Behaviour that causes damage to the school’s reputation

High level disruption on the school grounds

Physical misconduct

Any physical action resulting in injury.

Deliberate low level contact by a student with another student such as pushing, shoving, tripping, poking, prodding

Play fighting

Deliberate contact with students/adults (including punching, hitting, and kicking) to cause harm.

Inciting further physical misconduct

Possess prohibited items

Possess, sell, or carry a weapon or any item capable of causing harm

Bringing to school any item that is prohibited by the school

Student has at school any major prohibited item: - alcohol - drugs/drug paraphernalia - cigarettes and lighters - knife/shanghai/gun/other

weapons - pornographic material - stolen property

Property misconduct

Threat or wilful destruction of school, other students’, teachers’ or public property.

Not handing in school phone to admin as per school policy

Easily removed graffiti

Destroying school property including structures

Using mobile phones to harras, view or send inappropriate content

Major vandalism involving a cost to remove

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Term Definition Minor Examples Major Examples

Refusal to participate in program of instruction

Not following teachers’ instructions regarding completion of class work.

Failure to complete set work or submit assessment items.

Passive resistance to attempt task.

Persistent refusal to engage in educational program

Substance misconduct involving illicit substance

Possession of and/or use of substances or implements that are deemed illegal. Medication included As per RBP

Substance misconduct involving tobacco and other legal substances

Possession of and/or use of cigarettes, lighters Possession of alcohol, drinking or being under the influence of alcohol or other legal substances at school or during a school event. Taking another student’s medication.

Threat/s to others Non-directed verbal or gestural messages used within conversation that may include swearing, name calling, or use of words in an appropriate way.

- Verbally and gesturing threats

- Physically threating others

Truant/skip class Not in class- respond to redirection to go to class

Student is at school and is not in a class and has not gone home through the office (teacher is unaware of location of student and it is not included in their personal behaviour plan).

Being out of school grounds without permission

Repeated ongoing patterns of non-attendance that result in absenteeism of greater than 15%

Verbal misconduct Negative statements towards others

Swearing in class that is not directed at the teacher, using rude or abusive language in general conversation either when speaking to a staff member or another student.

Swearing/abuse or otherwise offensive language directed at the teacher.

Deliberately directing offensive and aggressive language at a member of staff or another student.

Updated Version Term1, 2018 18

Appendix 3 – The use of personal technology devices at school This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices. Personal Technology Devices include, but are not limited to, games devices (such as Portable gaming devices, Ipad, laptop computers, PDAs, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature. Certain personal technology devices banned from school If students bring valuable personal technology devices like cameras, digital video cameras or MP3 players, mobile phone or alike to school, they do so at their own risk. Such devices MUST be turned off and signed in at the office each morning prior to the first bell. If they are not they will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent. Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly. Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. Recording voice and images Every member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent. We uphold the value of trust and the right to privacy at Pialba State School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) to be disseminated among the student body or outside the school, by any means (including distribution by phone or internet posting) will receive strong consequences as it builds a culture of distrust and disharmony. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher. A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy. Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur. Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

Updated Version Term1, 2018 19

Students involved in:

recording; and/or

disseminating material (through text messaging, display, internet uploading etc); and/or,

knowingly being a subject of a recording Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion). Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS. Text communication The sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office. Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others. Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained. Special Circumstances Arrangement Students who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal. * Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.

Updated Version Term1, 2018 20

Appendix 4 – Essential Skills Classroom Management – Better Behaviour Better Learning

Updated Version Term1, 2018 21

Appendix 5 – Appropriate use of Social Media Pialba State School embraces the amazing opportunities that technology and the internet provide to students

for learning, being creative and socialising online. Use of online communication and social media sites and

applications (apps) can provide positive social development experiences through an opportunity to develop

friendships and shape identities.

When used safely, social media sites and apps such as Facebook, Twitter and Instagram can provide positive

opportunities for social learning and development. However, inappropriate, or misguided, use can lead to

negative outcomes for the user and others.

Pialba State School is committed to promoting the responsible and positive use of social media sites and

apps.

No student of Pialba State School will face disciplinary action for simply having an account on Facebook or

other social media site.

As is set out in the school policy for preventing and responding to incidents of bullying (including

cyberbullying), it is unacceptable for students to bully, harass or victimise another person whether within

Pialba State School’s grounds or while online. Inappropriate online behaviours can have a negative impact on

student learning and the good order and management of Pialba State School, whether those behaviours

occur during or outside school hours. This policy reflects the importance of students at Pialba State School

engaging in appropriate online behaviour.

Role of social media

The majority of young people use social media sites and apps on a daily basis for school work, entertainment

and to keep in contact with friends. Unfortunately, some young people misuse social media technologies and

engage in cyberbullying.

Social media by its nature will result in the disclosure and sharing of personal information. By signing up for a

social media account, users are providing their personal information.

Students need to remember that the internet is a free space and many social media sites and apps, like

Twitter, have limited restrictions placed upon allowable content and regulated procedures for the removal of

concerning posts.

Social media sites and apps are designed to share online content widely and rapidly. Once students place

information and/or pictures online, they have little to no control over how that content is used.

The internet reaches a global audience. Even if students think that comments or photos have been deleted,

there can be archived records of the material that will continue to be searchable into the future.

Inappropriate online behaviour has the potential to embarrass and affect students, others and the school for

years to come.

Appropriate use of social media

Students of Pialba State School are expected to engage in the appropriate use of social media. Specific

examples of appropriate use of social media sites and apps include:

Ensuring that personal information, such as full name, address, phone number, school name and location

or anyone else’s personal information, is not shared.

Thinking about what they want to say or post, and how it could be interpreted by others, before putting it

online. Remember, once content is posted online you lose control over it. Students should not post

Updated Version Term1, 2018 22

content online that they would be uncomfortable saying or showing to their parents’ face or shouting in a

crowded room.

Remembering that it can be difficult to work out whether messages typed on social media sites and apps

are meant to be funny or sarcastic. Tone of voice and context is often lost which can lead to unintended

consequences. If students think a message may be misinterpreted, they should be cautious and make the

decision not to post it.

Never provoking, or engaging with, another user who is displaying inappropriate or abusive behaviour.

There is no need to respond to a cyberbully. Students should report cyberbullying concerns to a teacher

and allow the teacher to record and deal with the online concern.

If inappropriate online behaviour impacts on the good order and management of Pialba State School, the

school may impose disciplinary consequences for that behaviour regardless of whether the behaviour occurs

during or outside of school hours.

Disciplinary consequences could include suspension and/or exclusion. In serious cases of inappropriate

online behaviour, the school may also make a report to the police for further investigation.

Pialba State School will not become involved in concerns of cyberbullying or inappropriate online behaviour

where the incident in question does not impact upon the good order and management of the school. For

example, where cyberbullying occurs between a student of this school and a student of another school

outside school hours. Such an incident will be a matter for parents and/or police to resolve.

Laws and consequences of inappropriate online behaviour and cyberbullying

Inappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the Criminal

Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions applicable to

cyberbullying.

The Commonwealth Criminal Code outlines a number of criminal offences concerning telecommunications

services. The most relevant offence for cyberbullying is “using a carriage service to menace, harass or cause

offence to another person”.

The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant

criminal offences are:

Unlawful stalking.

Computer hacking and misuse.

Possession of child exploitation material.

Involving a child in making child exploitation material.

Making child exploitation material.

Distribution of child exploitation material.

Criminal Defamation.

There are significant penalties for these offences.

Pialba State School strives to create positive environments for all students at all times of the day, including

while online. To help in achieving this goal, Pialba State School expects its students to engage in positive

online behaviours.

Updated Version Term1, 2018 23

Appendix 6 – Dress Code Pialba State School’s dress code sets the standards of uniform and appearance of any Pialba State School student when:

Attending or representing their school;

Travelling to and from school; and

Engaging in school activities out of school hours Our school dress code contributes to a safe and supportive teaching and learning environment through:

Ready identification of students and non-students at our school;

Eliminating distraction of competition of dress and fashions at school;

Fostering a sense of belonging; and

Developing a mutual respect among students by minimising evidence of economic or social differences.

School Uniform Policy It has been agreed by the school community through the P&C Association that; ALL STUDENTS MUST WEAR THE SCHOOL UNIFORM. Wearing the school uniform gives a feeling of belonging to our school, promotes school pride, establishes a standard of dress that addresses sun safety issues and is affordable. School uniforms also help identify unwelcome visitors to our school. The school has strict uniform requirements which need to be honoured. If students are out of uniform or do not comply with this policy, parents will be called to address the situation or a student will be given a loan uniform for the day. Uniform

Black shorts or skorts (bike shorts and tights are only permitted under the skirt and must also be black). (Jeans are not permitted).

Navy and red approved school uniform polo shirt.

Junior students (prep to 3) are able to wear the approved Pialba State School Junior Dress.

Sensible ankle socks and closed-in shoes are compulsory

Pialba SS full-brimmed bucket hat Footwear

Covered in joggers or leather shoes are acceptable. No slip-ons, thongs or sandals are permitted. Hats A full brimmed, navy blue Pialba SS bucket hat, or reversible House colour Pialba SS bucket hat is a compulsory part of our Sunsmart policy. Students must wear the school bucket hat for all outside activities. School hats are not to have the brim folded up. School bucket hats can be purchased from the Tuckshop on, Wednesday, Thursday and Friday between 8:00am – 1:00pm. The school has a ‘no hat, no play’ policy. Winter Uniform

A PLAIN black or navy blue crew necked jumper, with matching track pants, may be worn.

The Pialba SS zip up jacket may be worn

NO jumpers with coloured logos on them and NO jeans are to be worn. Sport Polo neck or T Shirts with sleeves in your house colour may be worn for school sporting carnivals and house activities but cannot be worn at other times.

Mackerel - Blue

Updated Version Term1, 2018 24

Turtle - Green

Dolphin - Red

Pelican – Yellow Appearance

All students must wear the school uniform.

Uniforms must be in reasonable condition and be clean.

Uniform is not to be defaced or written on, except for discrete naming.

Non-uniform items are not to be visible

Representative sporting shirts are not to be worn to school, except on days that students are representing the school at external competitions.

No make-up, including nail polish, is to be worn at school.

Sun screen is recommended.

Hair styles/cuts should be modest. Long hair should be tied back.

Dyed hair is not permitted.

Girls’ swimwear is to be a one-piece costume.

Both Boys and Girls must wear sun/swim shirts for ALL swimming activities.

Basic allowable jewellery ONLY including: o watch; o small ear studs or sleepers in ears only; o medical alert bracelets/necklaces or bracelets/necklaces of religious significance if supported

by an official letter from the relevant authority in that religious sector/group; on a chain (as defined by the Principal) that is so light that it would break if hooked or entangled.

No tattoos (temporary or permanent) or additions to the skin including facial piercings, at the discretion of the Principal, are to be showing.

Free Dress Days On free dress days, students may wear non-uniform clothing provided: It is modest and sun safe; it does not have inappropriate logos or wording; Inappropriate dress or presentation by the student is deemed to be:

Offensive;

Likely to disrupt, or negatively influence normal school operations;

Unsafe for the student or others; and

Likely to result in a risk to the health and/or safety of students or others. Incorrect adherence to Pialba State School’s dress code will bring the initial actions of:

Contacting parents or carers and requesting that the situation be remedied within 24 hours; and

Temporary replacement of the item with school stock where possible until the parents remedy the situation within 24 hours or the temporary removal of the offending items to be returned at school departure time.

Sanctions can be imposed at the breaking or non-compliance of the dress code. The sanctions will be one of the following:

Preventing students from attending, or participating in, any activity for which the student is representing the school; or

Preventing students from attending or participating in any school activity that is not an essential school educational program.

The P&C of Pialba State School resolves that it supports a dress code for Pialba State School because it believes that the dress code at Pialba State School promotes the objectives of Educations General Provisions Bill 2006. In particular, the P&C of Pialba State School supports the intention of a dress code in providing a safe and supportive teaching and learning environment by:

Ready identification of students and non-students at our school;

Eliminating distraction of competition of dress and fashions at school;

Fostering a sense of belonging; and

Updated Version Term1, 2018 25

Developing a mutual respect among students by minimising evidence of economic or social differences.

Appendix 7 – Procedures for preventing and responding to bullying including cyber bullying

At Pialba State School bullying is categorically unacceptable and will not be tolerated. Our school community believe that bullying is:

The repeated oppression, psychological or physical abuse of one person/s by another person/s or group of persons.

We believe that:

Children who bully acquire their perceived power through various means; physical size and/or strength, status within peer/family groups and recruitment within the group so as not to exclude others. Although the effect of bullying are not always recognised by the perpetrator the intent to harm is a deliberate act.

Bullying is not a random act – it is characterised by its repetitive nature, therefore is a deliberate act. Children live in constant fear of its reoccurrence.

Bullying includes not only physical, but verbal and non-verbal abuse. The role of the victim needs to be acknowledged and can contribute to the harassment or

bullying. Purpose

1. Pialba State School strives to create positive, predictable environments for all students at all times of the day. The disciplined and teaching environment that we are creating is essential to:

achieving overall school improvement, including the effectiveness and efficiency of our student support procedures

raising achievement and attendance

promoting equality and diversity and

ensuring the safety and well-being of all members of the school community.

2. There is no place for bullying in Pialba State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our school community’s goals and efforts for supporting all students.

3. Bullying behaviours that will not be tolerated at Pialba State School include name-calling,

taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to:

race, religion or culture

disability

appearance or health conditions

sexual orientation

sexist or sexual language

young carers or children in care.

5. At Pialba State School, there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the school community.

Updated Version Term1, 2018 26

Rationale 6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to

bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our school would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire school a set of safe and effective response to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.

7. The anti-bullying procedures at Pialba State School are an addition to our already research-

validated school-wide positive behaviour support processes. This means that all students are being explicitly taught the expected school behaviours and receiving high levels of social acknowledgement for doing so. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to.

Prevention

8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide universal behaviour support practices will be maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the 4 school rules and have been taught the expected behaviours attached to each rule in all areas of the school (behaviour matrix identified in the RBP document)

All students have been or are being taught the specific routines in the non-classroom areas, from exiting the classroom, conducting themselves in accordance with the school expectations in the playground and other areas, to re-entering their classrooms

All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines, from all staff in the non-classroom areas of the school

A high level of quality active supervision is a permanent staff routine in the non-classroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas.

9. The student curriculum modules of the anti-bullying process consist of lessons taught by all

teachers in all classrooms to a schoolwide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.

10. An initial introductory lesson is delivered, which teaches the 3-step process to be used by all

students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.

11. The introductory lesson is followed by several shorter lessons, each of which focuses on one of

the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults.

12. Research indicates that a common outcome of anti-bullying programming is an improvement in

understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Pialba State School takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

13. Pialba State School uses behavioural data for decision-making. This data is entered into our

database on a daily basis and can be recalled as summary reports at any time. This facility allows the school to track the effectiveness of its anti-bullying process, to make any necessary

Updated Version Term1, 2018 27

adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.

Updated Version Term1, 2018 28

Appendix 8 – MITs Referrals

Pialba State School Monitoring and Improvement of Tiered Supports (MITS) Documentation

Name

Date of Birth

Year level

Class teacher

Current plans (attached)

- Differentiation placemat

Attendance rate

Background Information Skills and Interests

Triggers/Stressors/ Calmers

Engagement (attention, motivation,

concentration)

Academic skills / Challenges

Language & communication skills /

challenges

Tier 1 Universal (Classroom Differentiation /

Management)

Tier 2 Targeted (School level programs, targeted

intervention, ICP, ILP, STLaN, Enrichment, Extension,

IBMP, Hearing and Vision Tests)

Tier 3 Intensive (EAP, Complex Case Management,

external referral, GO, SLP, OT, PT assessment)

Updated Version Term1, 2018 29

Social skills / Challenges

Self Care skills / Challenges

Effective Teaching / Learning

Strategies

Effective Classroom / Behaviour

Management Strategies

Previous Assessment/Support

Current Focus

Target area for support / intervention

(learning, academic, engagement,

behaviour, social / emotional etc)

What outcome are you hoping for?

(strategies, activities, planning

assistance, other)

Plan / meeting outcome

Date:

Once completed and discussed at MITS document to be uploaded to OneSchool Support tab – Personalised Learning

Updated Version Term1, 2018 30

Appendix 9 – Pialba State School Process for Classroom Behaviour (including Flowchart)

Updated Version Term1, 2018 31

Appendix 10 – Pialba State School Process for Playground Behaviour (including Flowchart)

Ensuring consistent responses to problem behaviour At Pialba 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. Students also receive training in how to respond appropriately when other students display problem behaviour, and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour.

Updated Version Term1, 2018 32

Appendix 11 – Reflection Room Operating Guidelines and Student Reflection Forms

Referral Process and Procedures:

Pialba State School Reflection Process

2017

Complete a Reflection

Referral Form about a

behaviour incident.

Hand it in to the Office

(Tray at Counter)

Rob will collate the forms

and will complete any

investigations.

Reflection Referral form will

be ticked Approved

or

Not Endorsed.

(If not endorsed the reason

will be provided on the form).

Reflection Referral

forms will be put back

into your pigeon hole to

notify the outcome of

the investigation.

Rob will let you know (via

One Portal) if your students

are in Reflection that day

(see process below)

Teachers Remind

students before second

break to come to

Reflection Room (J

Block)

(Send junior students

with buddy or teacher)

Students go directly to the

Reflection Room and are to

bring their lunch. They are

to eat before completing

their Reflection form.

You are responsible for

recording Approved

Reflection Referral

form incidents on to

OneSchool within 12

hours of receiving it

back.

Students who are in

Reflection for that day

will be recorded on One

Portal, and (G Drive

location)

Completed/signed

Reflection forms are to

be returned to the

Office.

Signed Reflection forms

will be provided back to

classroom teachers to put

on student files.

Students are to remain in

Reflection Room for as

long as it takes to

complete the Reflection

form or at least the

duration of one Lunch

break.

Non Endorsed Forms will

be provided back to Staff

in pigeon holes staff can

see the outcome of the

investigation.

Updated Version Term1, 2018 33

Teachers Responsibility:

Check PSS One Portal each morning or the Word document on G Drive

Inform Admin if student is absent

Remind the student goes to the Reflection Room with their lunch at second break.

Follow up those students who fail to return the form signed.

Keep track of the number of times each of your students attend the Reflection Room so you know when to organise the parent meeting.

Reflection Room Responsibility:

Admin create a daily roll from the referrals received and post on One Portal and on g Drive Word document to notify which students need to attend the Reflection Room for that Lunch period

Distribute “You Own Your Own Behaviour” reflection sheet and discuss with the students more appropriate behaviour choices in the classroom/playground.

Ensure students take their referral sheet with them to take home to their parents.

Students who failed to show or were absent are added to the roll for the following day.

Students who continually fails to attend reports to DPs or Principal.

Updated Version Term1, 2018 34

Reflection Lists

This form is used to record students and to track they have completed their Reflection.

PIALBA STATE SCHOOL REFLECTION ROOM ATTENDANCE RECORD 2018 TERM: WEEK:

Day/Date Name Class Attend OS* Form

Returned

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

☐ ☐ ☐

Additional Notes

Updated Version Term1, 2018 35

Reflection Form P-3

Updated Version Term1, 2018 36

Reflection Form 4-6

Updated Version Term1, 2018 37

Appendix 12 – Admin Support Request Form - Classroom

PIALBA STATE SCHOOL ADMIN REFERRAL FORM Student Name:

Class:

Date:

Time sent: Time arrived: Time released:

Referral from:

o Class teacher

o Teacher-aide

o Specialist teacher

o Replacement teacher

Reason for Referral

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

________________________________________________________________________

Independent Work Sent

__________________________________________________________________

____________________________________________________________________________________

_______________________________

Teacher Signature: ______________________________________________________________________

Action taken from admin: _________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Admin Signature________________________________________________________________________

Recorded on OneSchool Parents contacted

Updated Version Term1, 2018 38

Appendix 13 – Reflection Referral Form (Orange Paper Form)

Pialba State School

2017 Reflection Referral Form

Date: __________ Student’s Name: __________________________________Time: _____________ Class: ______

Details of Incident:

Others Involved:

__________________________________________________________________________________________________________

_____

Witnesses:

__________________________________________________________________________________________________________

_____

Location: Playground /Classroom

Rule(s) not followed: Be a Learner Be Safe Be Respectful Be Responsible

Behaviours Displayed -For OneSchool reporting purposes please tick one only

Bullying / harassment

Defiant / threat to adult

Disruptive

IT misconduct

Lying / cheating

Misconduct involving object

Persistent non-compliance

with routine

Physical misconduct

Staff Member’s name (print)_________________________________________________

Staff Member’s Signature:___________________________________________________

Investigated by Admin Reflection supported by Admin

Reflection not supported by Admin. Alternate Consequence:

_______________________________________________________________________________________________

Admin Signature

Notes from Investigation

Possess prohibited items

Property misconduct

Refusal to participate

Truant

Threaten others

Verbal misconduct

Other:

________________________

_

Updated Version Term1, 2018 39

Appendix 14 – Buddy Referral Form

Student Name: ____________________ Class: ____ Subject: _________

Date: __/__ /___ Time of Warning 4: ________ Time Returned: _______

Teacher Warnings

1. _____________ 2. _____________ 3. ______________ 4. __________

*** What I did to get given my warnings? What did I do wrong? Draw or write.

*** What should I have been doing – what is the right choice? Draw or write.

Our School Rules

Student Signature:

__________________

*** I need to apologise to:

___________________________

___________________________

___________________________

_

Teacher To Complete

Respectful 1 ------------ 5 ------------ 10

On task 1 ------------ 5 ------------ 10

1. 2. 3. 4.

1. 2. 3. 4.

Updated Version Term1, 2018 40

Appendix 15 – Physical restraint / Intervention Report Initial Report Compiled by

Date and Time Report Completed

Signed

Details of Student

Name Class Teacher

Details of Staff involved in Incident

Name

Role

Name

Role

Name

Role

Name Role

Reason for restraint

To cease the physical assault of another student or staff member ☐

To avert an immediate danger to him/herself or to others ☐

To avoid serious property damage ☐

Other

Details of Incident

Date Time Initial Location

Initial Staff involved

Restraint Location

Duration of Restraint

Student Removed to

De-Escalation Strategies used prior to Restraint

Distraction Change of face, place, activity

Offer choices Cool down time, place

Offer to talk Reassurance

☐ ☐ ☐ ☐ ☐ ☐

Physical condition of Student before Restraint

Physical condition of Student after Restraint

Details of any Injury

Injury to Student Yes ☐ No ☐ Incident Report Completed Yes ☐ No ☐

Details of Injury

Injury to Staff Name:

Yes ☐ No ☐ Incident Report completed Yes ☐ No ☐

Details of Injury

Details of Damage

Details of Trauma

Notifying Procedures – (Highlight)

Incident Reported to Parents Students ARD Other

Parent / Carer contacted

Name Time and Date

Student/s: Post Incident Discussion / Debrief

Location Time and Date

Present

Details

Updated Version Term1, 2018 41

Other Forms Completed – (Highlight)

OneSchool Student Protection Report Incident Alert Other

Follow-up Report – to be completed by Form Recipient

Follow-up Call

Made by: Made to:

Post Investigation

Necessary ☐ Not ☐ Completed by:

Recorded in:

Damage Repair

Necessary ☐ Not ☐ Organised by:

Entered on MYHR / WHS

Necessary ☐ Not ☐ Completed by:

Entered on OneSchool

Necessary ☐ Not ☐ Completed by:

As Contact Completed by:

One Student Profile of

As single student incident:

Completed by:

One Student Profile of

As multiple student incident:

Completed by:

One Student Profile of

Other Forms completed

Debrief Report

☐

Physical restraint /

Intervention record ☐

Individual Plan including Physical

Restraint ☐

Signed:

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Appendix 16 – Debriefing Report Debriefing Report Formal debriefing Formal debriefing should be led by a staff member trained in the process who has not been involved in the event. The goals of debriefing are to:

reverse or minimise the negative effects of physical intervention;

prevent the future use of physical intervention; and/or

address organisational problems and make appropriate changes. For students who have language or communication difficulties the debriefing process will need to be modified to accommodate their specific receptive and expressive needs. Debriefing should provide information on:

who was involved;

what happened;

where it happened;

why it happened; and

what we learned. The specific questions we want to answer through the debriefing process are:

FACTS: what do we know happened?

FEELINGS: how do you feel about the event that happened?

PLANNING: what can/should we do next? Questions for staff

What were the first signs?

What de-escalation techniques were used?

What worked and what did not?

What would you do differently next time?

How can physical intervention be avoided in this situation in the future?

What emotional impact does using physical intervention have on you?

What was your emotional state at the time of the escalation? Questions for student

What was it that you needed?

What upset you most?

What did we do that was helpful?

What did we do that got it that way?

What can we do better next time?

Would you do something differently next time?

What could we have done to make the physical intervention less invasive? Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes).

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Appendix 17 – Parent Complaint Policy

Do you have a concern? At Pialba State School we value a strong partnership between school and parents. We believe that open and honest communication is necessary for continued school improvement and successful partnerships. People often communicate their satisfaction with the school as recognition or praise, about an aspect of teaching and learning at Pialba State School. Acknowledging positive aspects of our school operations is important in valuing good practice. At other times communication may be about a concern that needs to be raised or a complaint made about an issue or incident. At times, you may feel that things are not going too well, be upset over a recent major incident or be increasingly concerned about an issue that does not seem to be getting any better. You are not making trouble by expressing your concerns. At Pialba State School we endeavour to look at any issue in a problem-solving way and invite you to work with us in solving any issue that concerns you. Pialba State School is committed to ensuring that all complaints are dealt with in a fair and equitable manner. There are processes and support structures in place to enable parents/carers, staff and students to work through any issues they may have with the School. Concerns…. Parents verbally express concern about an issue or incident and a mutual verbal resolution is often reached. No further action is required. If needed, the teacher or principal makes an anecdotal note recording the outcome of the discussion. If a mutual resolution is not forthcoming parents may wish to then make a formal complaint. Complaints…. If parents verbally express their concern about a serious incident that requires further investigation and action or a previous issue has not been resolved to the complainant’s satisfaction. The complainant will be invited to make a written complaint or to sign a written account of the formal complaint. If possible a resolution to the complaint will be sought at this stage, if all parties are satisfied with the action and resolution; no further steps will be required. If not resolved, then further investigation will be undertaken by the principal and a written response will be sent to the complainant explaining the decision and reasons for making the decision OR the complainant will be notified that the complaint has been referred to an external agency. Complaint Management Process…. When making a complaint, it is in the best interest of complaint resolution to ensure that you: provide complete and factual information in a timely manner; deliver your complaint in a non-threatening and non-abusive manner; and do not make frivolous or vexatious complaints or include deliberately false or misleading information. If you have a Serious Issue…. If your complaint relates to suspected official misconduct or criminal activity then you should make your complaint directly to the Crime and Misconduct Commission or the Queensland Police Service. If the complaint is in relation to official misconduct, student protection, staff grievances or a perceived breach of privacy, the complaint is directed to the Workforce Standards and Performance Unit and the Legal Services Branch

Updated Version Term1, 2018 44

Please note…. You should be aware that if you are making a complaint about a staff member, in most instances the staff member will be told of the complaint and offered the right of reply. You also have the right to have a support person participate throughout the process After working with the Principal you can talk with Regional Office…. If you have discussed the issue with the Principal and still feel that your complaint has not been addressed, you that the right to contact the Executive Director (Schools) who is the supervisor of the Principal and oversees activities of schools in that particular education district of Queensland. Complaints can be lodged by telephone or writing. Complaints should be specific in nature and outline steps taken to try to resolve the issue at the school. Remember to date your letter, give your full name and address and sign it. The district office will make a record of the complaint. Anonymous complaints will only be acted upon if enough information is provided to allow for follow up with the Principal. North Coast Regional Office: Ph 41 xxx xxx xx Still not resolved? If, as a parent/carer you feel that your issue has not been resolved through the district office process, you have a right to make a complaint to the central office of Education Queensland. Parents/carers may choose to progress their complaint in writing to the Deputy-Director General Education Queensland. The Office of Education Queensland will seek to assist the resolution of your complaint through referral to: the Assistant Regional Director for further action or to another department unit for appropriate action. The Office of Education Queensland can be contacted at: Education Queensland, PO Box 15033, CITY EAST, Qld 4002 Tel (07) 3237 0618 or fax (07) 3221 4953 What can the P&C do? It is understandable that parents/carers may sometimes feel overwhelmed when approaching a school or the department with a complaint. the QCPCA does not advocate on behalf of individuals parents or carers, individuals can request their own P&C to provide support in these circumstances. The P&C can, in turn seek assistance from QCPCA to provide guidance in resolving the complaint. Complaints about services that are run or managed by the P&C such as the canteen should be directed to the P&C in the first instance. Final opportunities…. You can also contact the Office of the Ombudsman for independent review of the department's decision. GPO Box 3314, Brisbane, Qld 4001 Tel: (07) 3005 7000 or Toll Free 1800 068 908

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Appendix 18 – Individual Behaviour Support Plan

Individual Behaviour Support Plan

Student: Year level: Commencement Date: EQ ID Number: Date of Birth: Teacher:

School: Case Manager:

Behaviours of Concern: Strengths:

1. 1.

2. 2.

3. 3.

Identified Behaviour Goal/s: Learning styles:

1. 1.

2. 2.

Preventative and Teaching Strategies Strategies Responsible When Curriculum support

Class support

Break time support

Transitions support

Explicit teaching of skills

Reinforcements for desired behaviour

Student Support Network

Individual Monitoring

Case Monitoring / Evaluation

31

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Reactive Strategies Strategies Responsible When In-class

Break time

Carer Communication

Interagency Support Involvement Responsible When

Other Information Points Responsible When

This plan has Parent/Carer agreement: Yes / No (Circle one) Review Date: Signature Date:

Principal Classroom Teacher Parent

Student (if appropriate) Case Manager Behaviour Support staff

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Appendix 19 – Flexible Arrangement Policy / Plan

Flexible arrangement for (Student Name) Example only

Following assessments conducted by GO, and the diagnosis of >>>>from >>> paediatrician, together with >>>>>behaviour history, the school and >>>>>> parents, (>>>>>>>>>) have agreed to the following to support >>>>>>educational and developmental needs:

Attend school on a regular basis between 9.00am and 11.00am

Comply with the expectations of Pialba State School to: o Let others teach and learn o Treat others fairly o Act safety o Respect myself, others and property

To respond to these needs, the school has made flexible arrangements as shown below:

Day Program AM Program PM Program Information Class teacher to provide instruction AM and also supply work booklets for home to implement PM Study Ladder & reading Eggs (if parents can access the internet)

Monday School Home

Tuesday School Home

Wednesday School Home

Thursday School Home

Friday School Home

This flexible arrangement is intended to achieve the following educational outcomes:

Establish a pattern of attendance on a daily basis

>>>> is to comply with classroom rules and engage in classroom instruction and tasks which have been differentiated to be commensurate with his ability level

Following success in this modified program, steps will be taken to gradually lengthen >>>>>>> daily attendance at school

Agreement for _______

We agree to participate in the flexible arrangement as outlined above for the period from

>>> to>>>> when length of day will be reviewed

Parent’s signature: _________________________________

Student’s name: _________________________________

Date: _________________________________

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To be completed by the principal

Principal’s name

Judith Robinson

Address of School

Pialba State School Alice Street

Telephone number

41977777

I approve the flexible arrangement as outlined. I do not approve the flexible arrangement as outlined. Reasons for decision:

This program has been enacted following serious and on going problems encountered with full day attendance

Principal Date Considerations

Is the flexible arrangement the equivalent of full-time participation?

Yes

No

Plans for monitoring student’s participation in the flexible arrangement

Attendance at school

Degree of engagement with classroom tasks and instruction

Class teacher to monitor completion of home tasks

Principal/deputy principal to meet with class teacher and parents on regular basis to gauge success of arrangement

Plans for evaluating the educational outcomes of the flexible arrangement

Teacher to assess and evaluate outcomes in line with year level expectations

Attachment/s: List documentary evidence attached that supports decision

>>>>>> records on OneSchool

Additional comments

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Appendix 20 – Behaviour Criteria for Reporting Guidelines

BEHAVIOUR CRITERIA

Looking back over the Semester, the overall pattern of ‘Behaviour’ demonstrated by the student is best represented by ……….

A B C D E

Consistently upholds school values and follows the school rules and is a positive role model to others

Consistently upholds school values and follows the school rules

Upholds school values and follows the school rules requiring only occasional and minor reminders

Follows school rules with support

Follows school rules with intensive intervention and support

Consistently

self-regulates

own behaviour and displays

exemplary role

modelling

Self-regulates

own behaviour and displays

some examples

of role modelling

Manages own

behaviour at a

satisfactory

level requiring

only occasional and minor reminders by an adult

Generally

requires support to manage own

behaviour

Manages own

behaviour with

constant support

Consistently follows

directions from

all staff

Promptly follows directions from

all staff

Promptly follows

directions from

all staff requiring only

occasional reminders

Follows directions from

all staff but requires

reminders and

interventions

Follows directions from

all staff with

intensive

intervention and

support

Consistently models appropriate behaviour in

class and

encourages

others to learn

Shows consideration for others and encourages

others to learn

Allows others to learn requiring only occasional reminders

Allows others to learn but requires intervention and

support at times

Participates in learning with others when supported

intensively by an

adult

Sets an exemplary standard to others in making safe and positive choices in the classroom and playground

Always makes safe and positive choices in the classroom and playground and takes responsibility for their actions

Makes safe and positive choices in the classroom and playground

Generally makes safe and positive choices in the classroom and playground

Makes safe and positive choices in the classroom and playground with support

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Eating Area and Duty Area Maps