01- sjcc student behaviour support plan

STUDENT BEHAVIOUR SUPPORT PLAN


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CONTENTS INTRODUCTION

MISSION and VISION STATEMENTS

THE ST JOSEPH’S CONTEXT

CHARACTER TOWARDS CONTENT

SCHOOL WIDE EXPECTED BEHAVIOURS

RIGHTS and RESPONSIBLITIES of all STAKEHOLDERS

PARENT AND COMMUNITY BEHAVIOURAL GUIDELINES

MOBILE DEVICE POLICY

SAFE SCHOOLING STATEMENT

CHILD AND YOUTH RISK MANAGEMENT STRATEGY

ANTI BULLYING AND HARRASSMENT POLICY

PREVENTING AND RESPONDNG TO STUDENT BULLYING IN SCHOOLS

PROMOTING and RECOGNISING PRODUCTIVE BEHAVIOURS

STUDENT SUPPORT STRATEGIES

UNIVERSAL

TARGETED

STAR CARD – IMPLEMENTATION PROCEDURE

SOCIAL GROUPS

PERSONALISED

FBA?

RESPONDING to UNPRODUCTIVE BEHAVIOURS

CONSISTENCY CREATES EXCELLENCE

FORMAL SANCTIONS

DETENTION

SUSPENSION

EXCLUSION

APPEALS


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INTRODUCTION

Our College vision and mission is centred on the child, their growth, learning and character. Our community strives to be one of strength and gentleness, respectful of the dignity of all, where knowledge, service, and the formation of strong character in our young people is central to each child’s and family's journey. We are a school of vibrant and challenging learning environments, designed to shape young people that can respond dynamically to a world in constant change. As a response to this, our student behaviour support plan is reflective of the set of critical habits that form our graduates. It is designed to have them resilient, committed, reflective, flexible, innovative and faith filled, ready to lead life’s ever‐changing paradigm. We strive to develop young people who know and can apply the values of their faith, and those of the St Joseph’s graduate, to the interactions and relationships of their life.

MISSION and VISION STATEMENTS

With the echoes of the action of St Mary of the Cross MacKillop, and the call to a lived faith in the College Motto: Courage to Love, Learn & Serve; St Joseph's College Coomera looks to deliver to the community the

following Vision and Mission.

VISION: St Joseph's College is a Catholic School in the Josephite tradition owned and administered by

Brisbane Catholic Education operating under the guidance of the Archbishop of Brisbane. Our College vision partners the visions of both the Archdiocesan and Brisbane Catholic Education vision. The Brisbane Catholic Education Vision seeks to inspire students with a love of learning and a heart of hope, empowering them to shape and enrich our world. At St Joseph's College we are an authentic Catholic community centred on the learning, growth and development of the young people in our care. We are a school of centred on encouragement, excellence and development each child's character, intellect and spirit. Our education is dynamic and shaped by the leadership and action of St Mary of the Cross MacKillop, a woman of courage, faith and an irrepressible desire to change the lives and journey of the children. As such we commit to an educational environment that liberates through:

the call to be courageous in our thought and action,

the challenge to love and act with strength and gentleness,

the commitment to learn with purpose and resourcefulness

the sensitivity to serve with humility and an awareness that ensures we never walk past someone in need without action.

We are a Catholic school inclusive of all faiths but centred on the example of Christ to deliver the community the words and actions of our motto: Courage to love, learn and serve.

MISSION: As a Catholic community we will, with strength and gentleness;

Guide students and families in faith and understanding of Christ's place in the world

Teach with a focus on excellence in student performance and development

Care for the children with an eye to develop, form and strengthen their outlook, spirit and character in a safe, supportive and challenging context

Share the example of Mary MacKillop as a modern example of Christ in our world

Shape, encourage and challenge teachers to deliver excellence and discover the talent and treasure in every child

Challenge students to live courageous lives, unshackled by convention, creative in their outlook and eager to change the world they lead.

Walk with families in partnership in the journey of educating the hearts and minds of their children. With all schools in Brisbane Catholic Education teach, challenge and transform through service, support and leadership for all in our school community.


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THE ST JOSEPH’S CONTEXT

Our college operates within an Australian charism founded in the Mackillop Josephite tradition. Inspired by Ignatian spirituality, a way of following Jesus Christ based on the charism of St. Ignatius of Loyola, the founder of the Jesuits, the community of St Joseph’s College Coomera is encouraged to be poised with one foot ready to step out into the community as each of our House Patrons has done: Mackillop, Francis, Ignatius, Woods, McCormack, and Unaipon. We are a school its infancy, rapidly growing, master planned to be Brisbane Catholic Education’s largest school, with 1800 students Prep – Year 12.

The College draws students from the Coomera, Pimpama, Ormeau, Hope Island, Maudsland and Pacific Pines Region which means that the population is quite diverse culturally, religiously and socioeconomically. Our students and their families are mainly born in Australia. All students and most parents are Australian Citizens. Our population is largely Catholic, just under 50% with a further 20% of other Christian denominations.

Our student support and wellbeing practices were very strongly developed and implemented throughout our foundation year and continue to be documented and implemented with increasing finesse.

CHARACTER TOWARDS CONTENT

For a school in its second year of operation, the social climate has a strong and positive foundation. There is growing consistency and deepening comprehension of our Graduate Statement which is underpinned by Costa and Kallick’s Habits of Mind and is permeated by the Gospel values and our Josephite charism. The philosophy and processes articulated in this statement are supported by the Positive Behaviour for Learning framework inclusive of Restorative Practices, a targeted student formation program that integrates Positive Psychology and Character Education with PB4L and the Habits of Mind, and behaviour support responses that utilise universal and targeted differentiation and intervention strategies.

This strategic amalgamation of approaches encourages productive behaviours and discourages unproductive behaviours, ultimately teaching students as they grow and mature to be motivated intrinsically to consistently demonstrate strong character and integrity and behaviours congruent with gospel values and the points articulated in the Graduate Statement. Our approach ensures we explicitly teach the behaviours we expect in the various locations of our school and provide rewards based on a gradual release model progressing from frequent physical and tangible rewards to less frequent, intangible rewards as student mature.

Our response to unproductive behaviours is founded in a reflective, restorative, and educative process that requires the student to consider the antecedent and their response to it, who was affected by their actions and how, and formulating a plan to making things right. We reflect on both individual and school wide data to identify areas for targeted improvement. Occasionally exclusion or withdrawal is necessary; however, the goal of the consequence is to teach rather than to punish.

SCHOOL WIDE EXPECTED BEHAVIOURS

School‐wide expectations encourage consistent communications and establish a common language of expectations for all staff and students and across all settings. Agreed upon student expectations promote the school’s Catholic Identity and provide consistency across the staff and school community. Our core outcomes for students are summarised as the 5R’s: Responsible, Reflective, Resourceful, Resilient, and Reflective learners. The explicit teaching focus directs explicit behaviour toward:

Ensure the SAFETY of ourselves and others

Take RESPONSIBILITY for being our best and considering others

Engage in ACTIVE LEARNING

RESPECT the dignity of all groups and individuals

Our school behaviour matrix is a visual tool that outlines the expectations of behaviours we expect all students and staff to learn, practice and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about behaviours for learning at school.

School-Wide Expected Behaviours As a Josephite College we embrace our motto of having

The Courage to Love, Learn, and Serve. We “never see a need without doing something about it”

EXPECTATIONS Classroom Playground Transition In Public Online Pick up/Drop off

S

Ensure the SAFETY of ourselves and

others.

Hands and feet to self Follow teacher instruction Teacher permission to speak/move

Use equipment safely

Hands and feet to self Hats on Use equipment safely Eat your own lunch Use toilet facilities hygienically

Report unsafe/unhealthy situations

Walk on paved areas

Move to class promptly

Hands and feet to self Walk on paved areas Follow teacher instruction

Hands and feet to self Follow teacher instruction Ask permission to leave the group

Behave in a manner that allows the teacher to always stay focused on student safety

Only communicate with

people you know/trust

Only access learning

enhancement sites

Abide by the acceptable

use agreement

Sitting still and quiet, listening for family name

Move to stairs when name is called, and wait with the teacher

T

TAKE RESPONSIBLITY for being our best and considering others.

Bring required equipment to class

Follow teacher instruction Mobile phone in locker between 8:30‐3:00

Be honest and own your actions and words

Keep learning spaces tidy Be honest in word & action

Remain in supervised

areas

Put rubbish in the bin.

Agree on/play by game

rules

Pack equipment away

Use the facilities/get a

drink during breaks

Arrive to class on time

Wait in designated area in 2 lines

Follow teacher instruction

Collect required equipment

Engage with all activities Represent the College with pride

Try new things/take responsible risks

Be honest in word & action

Only access sites that enhance learning

Turn off/block

inappropriate

media/people and report

to a trusted adult

Look after technology Abide by the acceptable use agreement

Always stay with your bag

Follow instructions promptly

A

Engage in ACTIVE LEARNING.

Listen actively and seek understanding

Follow instructions Stay on task and complete task Offer your learning to others Be proactive in your learning View mistakes as learning opportunities

Listen to instructions Know the game rules Know how to use equipment

Understand how our behaviour affects others

Listen to instructions Follow and remind others of processes

Collect required equipment

Be ready to start on time

Listen to instructions Offer your learning to others

Actively participate in activities

Listen actively and seek understanding

Seek multiple sources Be critical of information and sources

Seek clarification/guidance Manage screen time productively

R

RESPECT the dignity of all groups and individuals.

Respect each other’s differences

Listen when others are addressing the group

Respond when adults address you

Co‐operate, encourage and include others

Respect others’ personal space Always use respectful, kind and positive language

Include others in play All play by the rules Follow the directions of the teacher on duty


Respect each other’s differences

Always use respectful, kind and positive language

Move quietly Follow teacher instructions

Greet others with a smile/wave/hello



Respect presenters, umpires, bus drivers etc.

Follow teacher instructions

Use manners Respect equipment Wear the uniform

correctly Always use respectful,

kind and positive language

Communicate in a friendly way

Check permission before you take and/or upload photos, audio or video


Follow teacher instructions


RIGHTS and RESPONSIBLITIES of all STAKEHOLDERS

PARENT AND COMMUNITY BEHAVIOURAL GUIDELINES – Click here

MOBILE DEVICE POLICY‐ Click here

SAFE SCHOOLING STATEMENT

The philosophy articulated above also applies to how we perceive and respond to demonstrations of bullying and harassment. We have a zero‐tolerance approach to bullying, but again recognise that reflection, restorative action, and proactive character education focusing on social competence and emotional intelligence is the key to long term positive outcomes for our students; regardless of their role in the bullying situation (Students who bully, students who are bullied, students who witness bullying as a bystander).

CHILD AND YOUTH RISK MANAGEMENT STRATEGY – Click here

ANTI BULLYING AND HARRASSMENT POLICY – Click here

PREVENTING AND RESPONDNG TO STUDENT BULLYING IN SCHOOLS – Click here

PROMOTING and RECOGNISING POSITIVE BEHAVIOURS

Our College system for encouraging productive behaviours must teach students as they grow and mature to be motivated intrinsically to consistently demonstrate the expected behaviours. The goal is that as students mature, they behave in a particular way because it is right. They grow to understand that behaviours are a demonstration of personal and community values, not simply a means to receive a reward. Prep Fuzzies: A specific tangible reward. The same currency as Dojo Points, but more tangible. Prep – Year 6 Dojo points: Given in addition to a range of other fast and frequent rewards that teachers provide in class

(written comments, verbal praise, stickers, stamps etc). The reward is the dojo itself. It is given immediately and accompanied by a verbal explanation of how it was achieved so the student is aware of the behaviour being recognised. Courage Cards: Each fortnight, Dojo Points are converted to Courage Cards (10 Dojos = 1 Courage Card). Courage cards are issued to the recipient as well as entered into the College Courage Card App. Dojo Points are reset each fortnight. If Dojo points accumulated across the Term/Year we would be rewarding infrequent demonstration of positive behaviours which is not our goal.

Year 7 – 12 Courage Cards: As the students get older and we continue to encourage our young people to be intrinsically

motivated to behave in a positive way, we remove Dojos all together. Teachers then other means of providing fast and frequent rewards/praise for positive behaviours (such as those I mentioned above), and issue Courage Cards to students who have consistently demonstrated the expected behaviours (in the absence of a numerical conversation of Dojo points). Courage Cards are a reward for consistent demonstration of positive behaviours.

Prep – Year 12 Additional Acknowledgement: Students in all year levels are rewarded and acknowledged for continuous

demonstration of expected behaviours. Post Card: Received when 5 Courage Cards have been awarded. Presented to the

student by their Pastoral Care teacher in front of their class. BRONZE Certificate: Received when 10 Courage Cards have been awarded. EY/JY Presented on EY/JY assembly each fortnight MY/JY Presented at House assemblies SILVER Certificate: Received when 30 Courage Cards have been awarded.

P‐12 Presented at College Assembly following parent/caregiver invitation.

GOLD Certificate: Received when 60 Courage Cards have been awarded. P‐12 Presented at College Assembly following parent/caregiver

invitation. Student is also presented with a STAR pin in their house colour to be worn on their school uniform.


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STUDENT SUPPORT STRATEGIES

An important component of our system is the adoption of a continuum of behavioural supports that, like academic instruction, acknowledges that students will need differing levels of behavioural interventions and supports to be successful at school. Within the continuum there are three levels of support.

UNIVERSAL This first level focuses on universal behavioural and academic supports for all students. Here the focus is on prevention of problem behaviours, providing explicit teaching of expected behaviours and creating positive learning environments across all settings in the school. Research has shown that approximately 80‐85% of students will respond to proactive universal supports, display the desired appropriate behaviours and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006). Effective instruction requires more than providing the rule – it requires instruction, practice, feedback, re‐teaching and encouragement (Sprague & Golly, 2005). Instruction takes place each day, throughout the day, all year long. In addition, direct teaching will occur during orientation days at the beginning of the school year, weekly student formation lessons, assemblies, new student orientation, and our student leadership framework.

Student Formation Program: The targeted character formation program that continues to be developed and refined unpacks the St Joseph’s College graduate alongside developing student competence in self and social awareness and management within developmentally appropriate contexts. This program of weekly lessons and assemblies appropriately complements the PB4L framework by incorporating strategies to promote positive behaviours and includes the reporting of bullying and preventing bullying behaviours. The program functions both horizontally and vertically, to best address developmentally appropriate concepts and issues, while ensuring the development of genuine and effective relationships across year levels. A friendlier, more cohesive social environment is created that nurtures the values and habits of the St Joseph’s Graduate. The vertical nature of our Pastoral Care system allows us to provide continuity of care and to develop strong, long‐term supportive relationships.

Teaching and Learning Philosophy: This enhanced learning environment extends into our curriculum delivery where we differentiate for all students in all lessons using tiered success criteria. This strategy encourages teachers to explicitly meet students where they are at and extend them to demonstrate their learning at a higher level. Where necessary, individual adjustments and interventions are planned for, implemented, and recorded for our students with specific additional needs that impact on their learning. We have a range of purposeful teams – the Student Support Team, the Curriculum Team, and the NCCD Team all of which support the College Leadership Team by meeting regularly to review data, revisit the strategic goals and review progress towards them, and implement whole‐school inclusive approaches to support the diverse range of students as comprehensively as possible.

TARGETED This second level focuses on targeted supports for students who continue to display problem behaviour even with the universal supports in place. Using data analysis, students are identified early, before problem behaviours become intense or chronic, to receive targeted supports such as small group social skill instruction, academic supports, mentoring and/or self‐management strategies (Sailor et al., 2013). Targeted evidence‐based interventions play a key role in supporting students at risk of academic and social problems and may prevent the need for more intensive interventions (Sailor et.al., 2009). These students consistently have trouble with low level but disruptive behaviours that interfere with instruction and hinder student learning. Targeted inventions should be timely and responsive and use similar strategies and social curriculum across a group of students. Students are identified proactively, using academic, behaviour and attendance data accompanied by teacher nomination or through a screening process. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as student behaviour and engagement improves.

STAR Card implementation Procedure: The STAR Card (Check in‐ Check out) – (Crone, Horner & Hawken, 2004) builds on the school‐wide expectations by providing students with frequent feedback and reinforcement from their teacher/s, a respected facilitator, and the student’s parents for demonstrating appropriate behaviour and academic engagement. The goal is to move the student to self‐management. STAR CARD PROCESS:

1. Classroom teacher (EY/JY) or Pastoral Leader (MY/SY) completes a Well‐Being Support Request and forwards to HOC 2. The referral is reviewed and Engage data checked, with the function of the student’s behaviour considered. 3. Other means of support provided to the teacher/student OR STAR Card is implemented. 4. Parent, student and Pastoral Leader (MY/SY) or Head of Campus (EY/JY) meet and decide on three explicit behaviour

goals, and tiered rewards (Daily, Weekly, etc dependant on child). 5. STAR Card is implemented, and data collected and monitored. A review meeting is set for 5 weeks’ time.


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Check and Connect Mentoring Program The Check and Connect Mentoring Program – (Christenson et al, 2012). The core of Check and Connect is a trusting, relationship between the student (usually Year 10 ‐12) and a caring, trained teacher mentor. This mentor both advocates for and challenges the student and partners with the family, school, and community to keep education salient for the student.

Social Groups Social Skills Clubs/Groups. This type of intervention involves directly teaching social skills to enhance a student’s ability to interact with peers and adults. Whilst social skill instruction may be part of the work done in universal supports this type of targeted support occurs in smaller groups with students who require additional practice and feedback on their behaviour. A teacher or guidance counsellor facilitates this type of group.

PERSONALISED This third level focuses on personalised supports that are intensive and individualised. These students will require highly individualised behaviour support programs based on a comprehensive behavioural assessment, which at times, will include mental health professionals and family and community services. By building a connected continuum, everyone in the school is aware of how each level of support is connected to the universal systems i.e. every targeted and individualised intervention uses the universal set of behavioural expectations to increase the likelihood of maintenance and generalisation to other contexts. Successful outcomes for students whose behaviour has not responded to Universal or Targeted supports are dependent on our ability to intervene as early as possible with appropriate evidence–based interventions. Personalised supports currently on offer at the school include: Designing an Individual Behaviour Support Plan, Guidance Counsellor support services, Student Support Team case management (planning and implementation of individualised support plans and monitoring data), and Partnerships with outside support agencies and specialists.

RESPONDING to UNPRODUCTIVE BEHAVIOURS Even with our comprehensive approach to teaching and supporting expected behaviours for learning, unproductive student behaviour will still occur. For some students, they do not know how to perform the expected behaviour, or don’t know it well enough to routinely use it at the appropriate times. For some students, the maladaptive behaviours they are using appear to meet their needs. When responding to unproductive behaviours, all staff take a positive, supportive approach that builds, maintains, and sustains relationships with students.

To feedforward when responding to unproductive student behaviours, we have a system in place that enables staff to respond to minor unproductive behaviours efficiently and effectively, to chronic persistent minor behaviours and to major unproductive behaviours that hinder learning. In this continuum, thinking begins with clarity between minor behaviours (that can and should be managed by teachers, within the context of the classroom and non‐classroom settings) and major behaviours (that are best managed in a more private setting with the class teacher and leadership in partnership).

Although the teacher is the key problem solver when responding to minor behaviours, they collaborate, and share creative strategies, with colleagues. Teachers respond to minor behaviours using best practices that include reminders of expectations, re‐directing to learning and re‐teaching behaviours.

CONSISTENCY CREATES EXCELLENCE “Every Class, Each moment, Every day”‐ Boundaries, Consistency, Reliability. Not to be confused with mundane repetition, the challenge of excellence is consistency. St Joseph’s will be an excellent school, the school of first choice in the region, and therefore we must demonstrate consistency to unleash energy, innovation and commitment to the habits in the St Joseph’s graduate. The following are considerations to be mindful of when planning for and managing your classroom for positive behaviours to be present and for best learning to occur.


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Beginning Class

Teacher must be prepared, room ready (tidied and setup), organised and on time.

Students Prep‐6 & 7‐10 line up outside the room – enter together, acknowledge each student as they enter (use names). Students’ years 11‐12 wait patiently outside classrooms for teacher to arrive.

As students enter the room ‐ check uniform. No mobile phones. No headphones unless specifically required for the subject

Students stand behind their desks and respond to the teacher greeting before taking their seat.

The school day always begins with Prayer.

7‐12 Rolls are taken each lesson, P‐6 each session.

Begin with Learning Intention and Success Criteria.

Be consistent with the implementation of the beginning class plan.

Room/School area

Make your class an interesting place. (Understand Proxemics – That the social use of space is connected to the effective relationships between teacher and students)

Adopt a configuration that will aid teaching and learning: o Keep high traffic areas free of congestion. o Make sure that you can see all of your students easily. o Consider the age of your students. o Ensure students can see presentations and displays. o Keep materials and supplies at your fingertips. o Keep your room clean and tidy. o Have relevant subject tips around the room e.g. grammar rules, maths formulas and

dimensions of learning terminology.

Check ventilation/fans/air movement. Make sure the area is tidied and set up at the start and the end of class. (Make sure everything works.)

Develop a seating plan – cater for individual learning needs, friendship groups and level of knowledge.

Be Proactive rather than reactive whenever possible. (Develop a statement of intent in your classroom)

Be responsible for the room with the students.

Independent Work

Consider the link between management and learning.

Put your own learning theory in context. Understand how each student in your class learns and develop tasks accordingly.

Accept the challenge – encourage a ‘can do’ attitude (model tasks/scaffolding/gradual release of responsibility/whole part whole/ chunking of work/monitor progress as a way to offer feedback).

Begin with a point of focus. Learning Intentions and Success Criteria are essential and fundamental to create a productive manageable classroom

Provide an environment where quiet work can occur, where group work can occur and where one to one mentoring can occur.


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Ending Classes

Create a set procedure which is consistently used for concluding class: o Prepare students for the end of class – dismissal needs to be timely. o Write homework down in Student Diary – consider issuing online homework o Tidy classroom and self then stand behind your desk after having pushed in your chair. o Have students ‘cross check’ for graffiti and/or damage. Attend to it immediately o Formally dismiss the class and stand at the door, check Student Diary and acknowledge each

student. o Ensure all students know what is expected for next lesson. o Work out ways of rewarding students for a good lesson. o Students are not to leave class until the bell sounds for the end of the period.

Interruptions

Be prepared with an immediate response and stay calm. (ie Develop a procedure for students late to class).

Isolate the protagonist but allow them to have their say.

Work towards a win/win solution.

Be an active listener and agree on a course of action.

Allow a period of re‐adjustment and revisit if necessary.

Develop a variety of approaches for dealing with interruptions.

DON’T GIVE UP ‐ ASK FOR HELP (Develop Persistence)

Instructional Procedures

Be clear with your instructions. o Use the correct language, accentuate the positive, get to the point and make sure you are

calm and understood. o Watch for any negative signals and appreciate the power of ‘hidden’ communication o Be logical in your instructions and ensure that lessons are well prepared. o Know your subject matter and have a weekly plan for students to follow. o Create a good presence in the classroom and minimise and re‐enforce rules. Eg. learn and

use names, be alert to what is going on, exhibit confidence, work on your body language and walk around the room

o Be yourself and use humour where appropriate.

Non – Instructional Procedures

Create clear classroom rules: o Decide when to initiate and explain why the rules are needed o Involve students in the process but limit the number of rules. o Promulgate the final list and as the teacher use them in the delivery of the class.

3. Formulate regular routines for each of your classes 4. Promote self –discipline and courtesy in all aspect of your teaching.

Work Requirements

Encourage commitment to academic rigour: o Monitor everyday content to minimise boredom. o Embrace challenging models of teaching. o Develop challenging routines in the classroom. o Establish an ethic of ‘unfinished business’.


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o Use deliberately harder work. o Devise challenging educational games and puzzles.

Develop course outlines for each class that articulate content/assessment and goals.

Provide ongoing feedback throughout the term for students and parents.

Communicating Assignments

Clear task and criteria sheets.

Opportunity for discussion with teacher.

Clear guidelines regarding drafting and due dates.

Time assigned on a regular basis to discuss processes involved in the assignment.

Ensure that assignments are spread over the term to allow students to deal with the workload.

Use available technology to allow students to access information e.g. LIFE, One Note, Google Docs, Student Portal

Checking Assignments in class

Ensure the class is engaged in a meaningful activity then: o Give individual feedback. o Itemise feedback sheets for drafts derived from criteria sheets. o Give clear deadlines for each stage. o Be consistent – check homework all the time and expect it to be done well

Grading Procedures

Discuss with class/individual students.

Be pro‐active with students prior to due date to ensure they understand how the work will be graded.

Be consistent in the application of the criteria.

Academic Feedback

Keep students and parents informed on a regular basis. There could be done by using the Parent portal, Student Diary, phoning, email, notice of concern, letter of commendation etc.

Highlight student’s abilities and focus on positives.

Limit negative feedback.

Model constructive criticism.

Feedback should be continuous – not just associated with assessment.

Feedback should be immediate, accurate, and relevant and have consistent delivery (standard feedback sheet).

Provide one – on – one feedback and group feedback.

Feedback should be focussed and specific to the task at hand and aimed at improvement rather than ‘cheerleading’ E.g. “Well done on your sentence structure. The subject was clear and your choice of adjectives suited the atmosphere you wanted to create.” Not, “Well done, I enjoyed readying that”


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Strategies for Classroom Procedures Communication with parents and specialist staff: Open and honest communication between all parties is paramount. This will ensure a successful educational experience for all students. If necessary, meet with parents to discuss problems.

Staff portal for any daily changes/ significant events of specific classes.

Specialist staff of specific student to be emailed with any information they may need when

communicating with that child. These may be incidents that have occurred either at home or

school that may influence the behaviour of that student, or any ongoing conditions e.g. special

educational/ medical needs. These would be on a need to know basis to ensure the student’s

privacy.

Parent portal – for special events, equipment required, photographs of events at school,

sporting fixtures, excursions etc.

Notes home – especially when permission slips required and necessity for specific information

to get home.

Use student Diary for specific situations for individual students.

Emails / phone call / meetings / parent interviews / formal reporting.

School newsletter with section about weekly events in all grades.

A Checklist for Behaviour Management Options Tactical ignoring/selective attending Parallel acknowledgement Direction/re‐direction Flashcards Rule referrals – using the matrix or class covenant Behaviour charts/reward systems Choices and logical consequences Rule questions Seating plan Responsible choices questions Low‐intrusion techniques ‐ cueing, body language, non‐verbal signals, proximity Discussions with other teachers of the student Discussions with Pastoral or Curriculum Leader Parent communication Time‐out/cool‐off cards Buddy system Behaviour agreements Small group/whole class social skilling Peer mentoring

Referral to Pastoral Leader Playground withdrawal Referral to external support agencies Teacher aide withdrawal sessions Behaviour work with Behaviour Support Teacher Counselling Use of appropriate mentors Visits by external agency Case conferencing/Parent interviews Mediation Modified school attendance Individual Behaviour Plans

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FORMAL SANCTIONS When preventable behaviour management processes have not been successful, or in isolated incidents of serious misconduct, the formal sanctions may include: Detention (lunch time or after school), Suspension, or exclusion. The formal sanctions are just and reasonable, foster student responsibility for their actions, and contribute to the development of justice within our school. These procedures apply to the behaviour of students at school, on the way to and from school and while away from the school site on school endorsed activities. They can also apply outside of school hours and off school premises where there is a clear and close connection between the school and the conduct of students. This includes the use by a student of social networking sites, mobile phones and/or other technology to threaten, bully or harass another student or staff member.

DETENTION A ‘detention’ is any relatively short period when a student is required to remain at school, or in a particular classroom, in student’s ‘non‐class’ time (lunchtime, after school); or withdrawn from normal classes, or from a particular class or activity, pending negotiated conditions for re‐entry. This is an appropriate level of response for much irresponsible classroom behaviour. It signals to a student that irresponsible behaviour, which breaks class rules or school rules, will be met with an immediate consequence. The opportunity exists during a detention to use the time to repair relationships, use restorative practices, make plans for appropriate behaviour, and rehearse alternative behaviours. The processes associated with detention will have a ‘consequential’ rather than punitive nature. Detentions will be constructive and age appropriate. It can signal to a student that their inappropriate behaviour will be met with an immediate consequence. During a detention, the time will be used to repair relationships, apply restorative practices, make plans for appropriate behaviour, completion of classwork, or rehearsing alternative behaviours. All detentions are issued by a Pastoral, Curriculum or Program Leader, or a member of the College Leadership Team. The Staff member who issued the detention is responsible for communicating to the parent/caregiver the demonstrated behaviour, the associated consequence, and details of this consequence. This must be entered into Engage as a Major behaviour with a formal sanction Detention, detailing the type of detention in the notes. Documentation must be completed and forwarded to the parent/guardian and attached to the Engage incident. At all times, the Pastoral Leader (MY/SY) will be consulted in the decision and copied into all communication.

Important Notes: A detention may only be sanctioned by a member of the leadership team in consultation with the employee who has

nominated a student for that detention.

Lunch time detention as a formal sanction is a more severe consequence than a classroom teacher giving a ‘time out’ and keeping a student in for a short time at the beginning of a break for a conversation or to complete a task.

Lunch time detention requires the student to attend the Detention Room on a designated day which is supervised by a member of staff. The student is required to attend the Detention Room for the first half of Lunch Break.

Lunch time detention is guided by the completion of a RRAP (Reflection and Restorative Action Plan).

After school detention results in a student being added to the After School Detention Roll on a designated day which is supervised by a member of staff. The student is required to report to student reception, and remain on the school grounds, under the direction of staff, for one hour.

After school detention process is a more personalised response and the process of reflection, restoration and rehearsing alternative behaviours is more comprehensive.

If After school detention jeopardises a student’s safe transport home, the detention must be postponed until alternative arrangements can be negotiated with the student’s family.

Detention is not an ongoing method of behaviour support. Detention data is monitored to inform positive behaviour supports for students

Students with multiple detentions are referred for behaviour supports

Data is collected by the school to inform decision‐making.

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SUSPENSION Suspension is the temporary, full‐time, or part‐time withdrawal of a student from the school and/or school related functions for

a defined period. Suspensions can be conducted as an in‐school suspension or an out‐of‐school suspension. The Principal, if satisfied that a student has behaved in an unacceptable manner, or whose attendance the Principal believes poses an unacceptable risk to members of the school community, may suspend full‐time or part‐time a student for a period up to 10 school days or part thereof. Reasons for a single suspension to exceed 10 school days may include situations where a Queensland Police investigation is yet to be finalised, or when exclusion is under consideration and additional time is needed to ensure procedural fairness. By mutually agreeable arrangements, a student’s enrolment may be suspended whilst the student attends an alternative education programme. Much like detention, suspension should be seen as part of a plan to change the behaviour of a particular student and takes a supportive, problem‐solving stance rather than a punitive one. The purpose of suspension is to:

Signal that the student’s unproductive behaviour is not acceptable Allow a cooling‐off period and time to seek additional resources, and develop a plan for assisting

the student to demonstrate more productive behaviours Allow time to negotiate some goals that the student will work towards, with support, on their

return to school Ensure that the student’s family are aware of the student’s unproductive behaviour that led to the

suspension and are involved in the process of the student returning to school. Suspension may occur, if decided by the Principal, after he/she has:

Ensured that other appropriate and available student support strategies and response options have been applied and documented

Ensured that appropriate support personnel, both within the school and externally, are involved Taken reasonable steps to ensure that discussion appropriate to the circumstances has occurred

with the student and/or family regarding the unproductive behaviour which led to the suspension Recorded all action taken in the Engage Student Support System Suspension Register

A Principal may suspend a student for: Persistent non‐compliance: students, who in their relationships with staff, are persistently

disobedient, insolent or engage in verbal harassment and abuse Persistent disruption: students who persistently disrupt and prevent the learning and teaching of

others Breach of the school’s Student Behaviour Support Plan: students who seriously breach the school’s

published rules and procedures. Requirements

A suspension record is to be completed in the Engage Student Support System Suspension Register for each student who has been suspended

In the Engage Student Support System there are different types of suspensions recorded: 1 to 2‐day suspensions, 3 to 10‐day suspensions and suspensions of more than 10 days. Where it is a suspension of less than 1 day, a note in the Engage Student Support System will suffice

Any single suspension cannot exceed ten (10) school days without being referred to the Director ‐ School Services, through the Senior Leader ‐ Learning and Identity

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Suspension can be part‐time, in which event the student is not permitted to attend school for certain times of the day or certain days of the school week. Part‐time suspension should not span more than ten (10) school days in total

It is recommended that schools provide appropriate school work for the duration of the suspension

By mutually agreeable arrangements, a student who is suspended may attend an alternative education program

Indefinite suspension, where the student is continually re‐suspended is not acceptable. Immediate Suspension

In some circumstances, the Principal may determine that a student should be suspended immediately. This will usually be due to reasons such as the safety of students or staff because of violence, threats of violence, or the presence of weapons, knives, or illegal drugs. Principals may immediately suspend any student whose behaviour includes (but is not limited to):

Possession of alcohol or a suspected illegal drug: schools must be places that are free of illegal drugs. Suspension may occur immediately if the student alleges the substance to be an illegal drug or alcohol or it is confirmed as illegal. The matter is to be referred to the police.

Violence or threat of serious physical violence: any student intentionally causing injury or threatening serious physical violence against another student or member of the school community, or themselves, may be suspended immediately. The matter should also be reported in accordance with BCE’s Student Protection Processes

Concerning or serious sexual behaviour: the matter is to be reported in accordance with Student Protection Processes

Possession of a weapon or knife: any student possessing a weapon or using or threatening to use any item or instrument as a weapon may be suspended immediately. The matter is to be reported to the police

Verbal abuse: Principals are to take developmentally appropriate expectations into account in relation to verbal abuse by a student.

Communication

Suspension decision ‐ The Principal will inform the student and families of the grounds on which the decision to suspend has been made. The student and family will then be given the opportunity to respond. The conditions relating to the suspension should be discussed with the family, and their responses taken into consideration. Some situations may require discussions about continued access for the suspended student to attend school‐based activities, such as apprenticeships or traineeships.

Notification to families for a day or more suspension options o A student may not be sent out of school before the end of the school day without the family

being notified, and, if necessary, agreement reached about arrangements for collecting the student from school. The notification must be delivered by a safe method to ensure delivery. Notification can take place by phone to a member of the family, who must also be notified of the suspension, using the suspension letter generated in the Engage Student Support System, within a reasonable time.

o Notification can take place by email to alert the family to the suspension if the phone call has been unsuccessful. The family must also be notified of the suspension letter generated in the Engage Student Support System, within a reasonable time.

o In all cases, the written suspension notification must: Indicate the reasons for the suspension

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Advise the length of the suspension, the start date and time, the expected return date

Outline the responsibility of the family for the care and safety of the student who is under suspension, and the expectation that the student will continue with their own studies while suspended and away from the school

Indicate the importance of the family working cooperatively with the school in resolving the matter

Request a discussion with the student and their family Refer families to the school’s published Student Behaviour Support Plan Include details of the right to appeal of the student and family as outlined below

o While a student is suspended from school (out‐of‐school suspension), families have responsibility for their child. Families need to know that their child may not attend school or school‐related functions. Families have a responsibility to provide appropriate supervision. In a situation where families refuse to accept responsibility for their child during suspension (for example, by continuing to send the child to school), the Principal is to inform the Senior Leader ‐ Learning and Identity

Engage Student Support System

All suspensions that are a full day or longer must be documented in the ESSS Suspension Register. As soon as is practical after a suspension takes place, the Principal will ensure that a full report is written on the background and reasons for suspension, with the period of suspension clearly specified. The Engage Student Support System facilitates this process by:

Producing a letter to the family and/or student that fulfils the above requirements notifying Guidance Counsellors, Senior Leaders and/or Directors as appropriate. The Principal may

ask the Senior Leader and/or Guidance Counsellor for assistance in the return to school process. Return to School

As part of the return to school process, the Principal or authorised delegate will organise a conversation with the student and/or the family to discuss the basis of maximising successful reintegration into the school, before the student returns to school. The aims of this conversation are to:

Ensure that the student and the family understand the student’s unproductive behaviour and the need for the formal sanction

Encourage a mutually supportive position between the school, the student, and the student’s family for the response that the school is taking

Outline the return to school plan, goals, and follow‐up evaluation for the student’s return to school. It is recommended that the return to school meeting should be before the student’s return to school date, and will usually take place in the school, facilitated by the Principal. In circumstances where a family member is unable to attend the school in person, a telephone conference is adequate. In instances where there has been a problematic relationship between the family and the school, the Principal may find it beneficial to call upon a third party such as the Senior Leader – Learning and Identity or Guidance Counsellor, to facilitate the meeting. If, despite the school’s requests, families are unwilling to attend a return to school meeting, the Principal should refer the matter to the Senior Leader‐ Learning and Identity. Alternative options may need to be considered to facilitate the student’s return to school.

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Alternatively, the Principal, together with the Senior Leader‐ Learning and Identity, and in consultation with the Director‐School Services, may consider further options. Students attending special programs, such as school‐based apprenticeships or training, are not automatically precluded from attending their program if they are suspended. The school, the family, and the training provider will determine this. The determination should occur before the student is next due to attend the program.

EXCLUSION Exclusion is the full‐time withdrawal of a student’s right to attend a school and school related functions, on the authority of the Learning Services Executive. The purpose of exclusion is to:

Signal that the student’s behaviour is not accepted in a school because it seriously interferes with the safety and wellbeing of other students and/or employees

Remove the student from an established environment in which unproductive behaviour patterns have become entrenched

Provide the student with an opportunity for a fresh start in another school, which may prove to be better suited to the student’s needs.

Exclusion from one school does not prohibit the enrolment of the student in another BCE school, unless the Learning Services Executive has specifically prohibited the student from attending all BCE schools. Requirements

The Principal must:

Consult with the Senior Leader ‐ School Progress and Performance

Brief the Parish Priest as needed (“in a Parish School the Parish Priest should be briefed in relation to recommendations to exclude a student.” Collaborating for Mission: The Parish and the Catholic School, 2013)

Place the student on suspension for a maximum period of ten (10) school days pending the outcome of the decision‐making process. This action is to be taken irrespective of any action by another agency, including the police

Notify the student and the family that the initial period of suspension will be for ten (10) school days, but that exclusion from the school is being recommended, giving reasons for the proposed action, and allowing seven (7) school days for the student, and family to respond

Provide the family, or student (if the student is living independently) with a copy of all the documentation on which the recommendation to exclude is based (while mindful of protecting the anonymity and privacy of possible complainants and/or witnesses). The Principal must remove the names or other identifying information of complainants or witnesses, while providing enough information to enable the student or family to respond to the proposal to exclude. This consideration will be unique in each case and guidance is to be sought from the Senior Leader ‐ School Progress and Performance or BCE Legal Counsel

Request a meeting with the student’s family member to outline the process and the reasons for the recommendation

Provide the family with information about the implications of exclusion, their right to appeal, and the appropriate procedures for submitting an appeal and their right to have a support person present

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Consider any response from the student and their family before formulating a recommendation to exclude to the Learning Services Executive

Forward the recommendation to the Head of School Progress and Performance via the Senior Leader ‐ School Progress and Performance, detailing the reasons, the action taken to moderate the students’ behaviour (where appropriate), a copy of all required documentation and any response from the student and/or family.

The Senior Leader ‐ School Progress and Performance must:

Consult with the Principal

Make themselves available for a meeting with the family, if required

Forward the recommendation to the Learning Services Executive. The Head of School Progress and Performance must consider all the information provided and forward the recommendation for exclusion, together with their own recommendation and the provided documentation, to the Learning Services Executive for determination. The Learning Services Executive:

Will consider the recommendation for exclusion and may consult with the Principal, Senior Leader ‐ School Progress and Performance, and Head of School Progress and Performance

Provides an opportunity for the student and the student’s family to meet with the Learning Services Executive

After consideration of all the information provided, makes the decision as to whether to exclude the student.

A decision for an exclusion will be made as soon as practicable following the submission reaching the Learning Services Executive. This process may, in extenuating circumstances, lengthen the suspension period beyond 10 days. Engage Student Support System

Suspension, as part of an application for exclusion, must be recorded into the Engage Student Support System.

APPEALS Detention There is no specific appeals process for detention. Complaints must be managed under the Student, Parent and Guardian Complaints Management policy and procedure.

Suspension As part of the suspension procedure the family has the right to respond to or appeal a suspension. Any response or appeal must be submitted in writing. Appeals for suspensions for less than 3 days should be directed to the Principal. For suspensions more than 3 days the appeal should be directed to the Senior Leader ‐ Learning and Identity. The Principal or Senior Leader – Learning and Identity, gathers any additional information to respond to the appeal and allows the student/family to consider this information and to provide a response. The Principal or Senior Leader – Learning and Identity then confirms, varies, or sets aside the decision to suspend the student following consideration of the appeal.

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Exclusion An appeal against an exclusion must be submitted in writing to the Executive Director within fourteen (14) days of the decision being communicated to the student and/or the student’s family.

The Executive Director refers the appeal to the Learning Services Executive to conduct the review.

As part of the review process, the Learning Services Executive gathers any additional information required to address the points raised in the appeal and if considered necessary, provides an opportunity for the family and/or student as well as the school to respond to or clarify any additional information provided in the appeal request.

Following the review of the decision to exclude, the Learning Services Executive provides the Executive Director with relevant documents, and a recommendation as to whether the exclusion should be confirmed, amended, or set aside.

The Executive Director will then decide to either confirm, amend, or set aside the decision to exclude the student.

Approver: Principal Issue date: 18/01/2021 Next review date: 01/12/2021

01- sjcc student behaviour support plan

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