DONGARA DISTRICT HIGH SCHOOL

BEHAVIOUR MANAGEMENT PLAN

Acknowledgements

Thank you to the Dongara DHS Positive Behaviour Support (PBS) Committee who advised and contributed to the Dongara DSH Behaviour Management Plan (BMP).

Thank you to the Staff who contributed in such a meaningful and collaborative way to the consultative process in the development of the plan.

Thank you to the School Board for their guidance and ongoing support of our school.

Thank you to the parents who provided valuable feedback regarding student behaviour processes through our school satisfaction surveys.

A very big thank you to the students of Dongara DHS for your honest feedback though the school satisfaction survey and discussions with staff.

Janine Calver Principal July 2020

CONTENTS

1. Rationale …………………………………………………………………………………………..1 2. Code of Behaviour…………………………………………………………………………….......1 3. School Wide Behaviour Matrix …………………………………………………………………..1 4. Roles and Responsibilities ………………………………………………………………….…...2 5. Positive Incentives………………………………………………………………………………...3 6. Good Standing …………………………………………………………………….………………4 7. Managing Unproductive Behaviour – Processes and Procedures………………………......6

a. Kindergarten –year 6 b. Year 7-12 c. Alternative (Buddy) Class Placements d. The Green Card and Red Card e. Student behaviour Referral Flow Chart f. Restorative Practice g. Detention h. After-school Detention

8. Strategies for Persistent Unproductive Classroom Behaviour………………………………10 a. Informal Contracts b. Formal Contracts

9. Playground Behaviour Management……………………………………………………………11 10. Preventing and Managing Bullying and Harassment………………………………………....11 11. Measures to address Aggression……………………………………………………………....12 12. Serious Breaches of Discipline………………………………………………………………….12

a. Risk Management Plans b. Withdrawal c. Suspension d. Return from Suspension e. In-School Suspension f. Use of Physical Restraint g. Protective Isolation h. Exclusion i. Critical Incident Flow Chart

13. Measures to address Drug and Alcohol misuse……………………………………………...15 14. Measures to address Mobile and electronic devices…………………………………….…..15 15. Measures to address weapons on site…………………………………………………….…..17 16. Measures to address attendance…………………………………………….…………….…..17 17. Measures to address risk of suicidal behaviour and/or non-suicidal self-injury… ……….17

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1. RATIONALE

At Dongara DHS we implement Positive Behaviour Support (PBS) which is an operational and decision-making framework that guides selection, integration and implementation of the best evidence based practices for improving academic and behaviour outcomes for all students. Our school community collaboratively decided on Respect, Responsibility and Achieve as our school wide behaviour expectation. 2. CODE OF BEHAVIOUR At Dongara DHS, we support our school Vision: Dongara District High School will be known as a caring school, striving for academic excellence and commitment to the environment. At Dongara DHS we Achieve with Honour. All staff and students at Dongara DHS have the right to work in a safe, supportive and productive learning environment. It is the responsibility of all who are in Dongara DHS to provide such an environment for the enjoyment, protection and safety of every individual. 3. OUR SCHOOL WIDE BEHAVIOUR EXPECTATIONS MATRIX

Dongara District High School

Purpose Statement Through a framework of Positive Behaviour Support our school community will collaboratively enhance and sustain a safe, caring learning environment that fosters students’ academic achievement. Clearly defined expectations and the use of a common language will encourage our students to have a sense of belonging to “Achieve with Honour”.

Our Expectations

RESPECT Care

Courtesy Consideration Friendliness

To “Choose Respect we”…

ACHIEVE Perseverance Confidence Enthusiasm Commitment

To “Achieve our Best we”…

RESPONSIBILITY Self-discipline Co-operation

Reliability Trust

To “Be Responsible we”…

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l Follow staff instructions promptly and politely

Speak and act with courtesy, manners and consideration

Listen attentively

Treat others fairly

Follow our school expectations

Strive to do our best

Contribute positively to school community events

Set personal goals

Wear school uniform

Are prompt and prepared

Care for our school

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courtesy, manners and consideration

Allow others to complete their work

Listen attentively

Treat each other with kindness

Treat all property with care

Focus on the task to complete our work

Persevere when faced with challenges

Ask for help when needed

Take pride in what we do

Attend school regularly

Work cooperatively with others

Are prepared for lessons by bringing correct equipment and clothing

Keep our work area tidy

Are on time to all our classes

Hand in our school work and notes on time

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Are considerate of other people, their equipment and their games

Care for the environment and keep it clean

Follow staff instructions promptly and politely

Include others

Assist others who are hurt or need help

Follow game rules

Play safely with others

Get to class on time

Follow area rosters and procedures for play and eating

Walk on paved areas and verandahs

Return sports equipment

Wear school hats

Put rubbish in bins

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4. ROLES AND RESPONSIBILITIES Dongara DHS has a whole school approach to student behaviour management. The role of the Principal is to:

Support the principles of the Dongara DHS behaviour management approach.

Promote a positive school environment.

Provide collegial support for staff.

Be approachable.

Be visible. The role of the Deputy Principal is to:

Ensure consistency in the implementation and maintenance of the behaviour management procedures throughout the school.

Counsel students on the consequences of unacceptable behaviour.

Monitor student behaviour in the school grounds.

Provide support and advice to staff and parents.

Contact parents.

Promote a positive school environment.

Be approachable.

Be visible. The role of the Classroom Teacher is to:

Provide a safe and positive learning environment and engage students in meaningful learning activities.

Establish and provide suitable documentation for students of classroom rules and chain of consequences with a copy of a Classroom Management Plan given to Admin.

Explicitly teach, reinforce and encourage the school-wide behaviour expectations as outlined on the Dongara DHS Behaviour Matrix.

Give praise, recognition and encouragement to students under the guidelines of the behaviour management plan.

Deal with classroom problems in a fair and consistent manner-resolution/mediation.

Follow the behavioural management sequence as set out in the school’s behaviour management plan.

Enter information into Student Information System (SIS) whenever there are MINOR behavioural incidents.

Document student misbehaviour and correctional strategies.

Make regular parent contact for both positive and negative student behaviour.

Record parent communication.

Refer students to appropriate support staff as necessary.

Display Dongara DHS Positive Behaviour Support Poster in classrooms and learning areas. The role of the Non-Teaching Staff is to:

Promote a positive school environment.

Fulfil duties according to the JDF relevant for the position held.

Support the principles of the Dongara DHS behaviour management plan. The role of students is to:

Fulfil the school-wide expectations and observe designated responsibilities.

Follow agreed classroom and playground expectations.

Follow reasonable teacher requests or directions.

Take responsibility for own actions.

Recognise that there are consequences for their actions.

Be prepared to discuss unacceptable behaviour.

Accept consequences of unacceptable behaviour.

Follow strategies put in place to attempt to modify unacceptable behaviour.

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The role of parents and caregivers is to:

Ensure that their child attends school and that absences are explained.

Ensure that the physical and emotional condition of their child is at an optimum for effective learning.

Ensure that their child is provided with appropriate materials to make effective use of the learning environment.

Be aware of the Dongara DHS Behaviour Management Plan.

Support teachers and students to fulfil the school-wide expectations.

Respond to the school’s concerns by making contact with the relevant staff member.

Support Dongara DHS in its attempt to modify student’s unacceptable behaviour (if relevant).

5. POSITIVE INCENTIVES The staff will provide a positive learning environment and reward students who strive for individual excellence. At every opportunity, all staff will attempt to encourage and support positive behaviour within the school. A wide variety of positive reinforcement will be used. These will include but are not limited to:

Building positive relationships with students intrinsically by teachers/staff valuing student contributions, modelling positive attitude and behaviour, demonstrating a personal interest in the student, learning names, meeting and greeting students.

Verbal praise, written praise/comments, non-verbal praise e.g. thumbs up, smile, wink, nod.

Informal parent contact.

Positive letters sent home.

Individual and class rewards programs rewarding both individuals and the group, stars, stickers, PBS DOJOS, PBS Tangibles, PBS Tickets.

Certificates of Achievement– announced at assemblies.

Visit Principal and Deputies with good work, admin visits to classes.

Special commendations through the School Newsletter, displays of good work.

Weekly PBS tangibles for Secondary students & Home Rooms (using tickets).

Term Home Room activity for secondary students using PBS tickets.

Class excursions, extra-curricular activities (Country Week, Outdoor Ed camp, Year 6 camp, YOH Fest).

Playground PBS Tickets, God Kids –Good Stuff awards, P&C awards.

House Points.

Teaching and classroom management strategies that support positive behaviour: Where students engage in behaviour that is not deemed serious but is unproductive, teachers will initially employ low key, non-confrontational strategies such as:

Moving close to the student (proximity), using eye contact and other non-verbal or minimal verbal cues.

Where a student is engaged in unproductive behaviour, a teacher will praise other students in close proximity for their productive behaviour.

Praising the unproductive student immediately when they do something appropriate.

Where possible, dealing with the problem rather than focusing on the student.

Check that the student can cope with the activity; quietly enquire as to the reason for the unproductive behaviour (private dialogue).

Planned ignoring as a decisive choice not to notice.

Re-directing and/or distracting students.

Providing face-saving opportunities to get back on task.

Making blocking statements (or Cantor’s broken record technique).

Referring to the School Wide Behaviour Expectations, the Matrix and reinforcing class expectations.

Explicit teaching of behaviour expectations.

“Square Off” – match the student’s level of defiance with an appropriate level of assertiveness.

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6. GOOD STANDING

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7. MANAGING UNPRODUCTIVE BEHAVIOUR - PROCESSES AND PROCEDURES Giving Choices & Consequences If the student persists, the following process of warnings and consequences will be implemented. It will be made clear to the student that they control the outcome – they are making a conscious choice between positive and negative consequences. Staff will not enter into arguments or state the consequence as a threat or ultimatum; they will simply state the problem and the appropriate behaviour and consequence. Once the student makes a choice the teacher applies consequences consistent with the policy. Consequences may vary depending on individual Classroom Management Plans. Note: If at any stage in the process a student engages in unproductive behaviour that is deemed severe or defiant, they will be referred directly to administration. (a) K-6:

Initial Unproductive Behaviour

Use of Low Key Techniques

Continued Unproductive Behaviour

Warning – as per PBS Classroom Management Plan

Failure to Heed Warning Warning –Choice Given e.g. Recording student name

Continued Unproductive Behaviour

Follow through on Choice e.g. In Class Time Out

Continued Unproductive Behaviour

Hard Choice E.g. Temporary Alternative Class Placement

Continued Unproductive Behaviour

Red Card – e.g. Warning, Referral to Admin Detention, Withdrawal, Suspension, Loss of Good Standing

(b) Year 7-12: A year 7-12 recording system is used with each class using a sheet to record incidences of unproductive behaviour. The sheet moves with the teacher from class to class and is provided to Admin at the end of each day. Dots are used to record specific unproductive behaviours and a tally kept. At the end of the week, parents of students who have accumulated 10 dots for the week or 5 dots in one day are informed and the student receives after-school detention for an hour.

Initial Unproductive Behaviour

Use of Low Key Techniques

Continued Unproductive Behaviour

Warning – as per PBS Classroom Management Plan

Continued Unproductive Behaviour

Dot next to student’s’ name and specific behaviour. Student informed.

Continued Unproductive Behaviour

Additional dots recorded after-school detention. Student informed.

Continued Unproductive Behaviour

Follow through on Choice e.g. In Class isolation, buddy class

Continued Unproductive Behaviour

Red Card – e.g. Warning, Referral to Admin Detention, Withdrawal, Suspension, Loss of Good Standing

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(c) Alternative (Buddy) Class Placements

The use of placement in another class enables the teacher to remove the student from their peer group. During this time, students will be issued with work to complete by their teacher. Students will be encouraged to reflect on their behaviour and identify ways of addressing the teacher’s requests for cooperation. If a student disrupts the buddy class in which they have been placed, they will be referred to a Deputy Principal. (d) The Green and Red Card Once a student goes beyond the boundaries outlined in the learning environment and measures have been taken to assist the student to take responsibility for their behaviour, a Red card may be issued. The card is a referral to the office for discussion with Deputies or the Principal. This action is directed through Senior Management and may take a variety of forms. Senior Management will provide a response to the referring teacher. The ultimate responsibility for dealing with unproductive behaviour rests with the teacher. Except in severe cases, when students are referred immediately, the classroom teacher must demonstrate that appropriate action has been taken prior to the issuing of a Red Card. ‘Appropriate action’ should almost always include parent contact. In a “severe” situation the hierarchy of consequences does not apply. One of the following procedures should be followed according to the situation:

Minor behaviour recorded on Green form and stored by teacher.

Complete a Red Card and pass on to Senior Management.

Escort/refer the student to the office.

Send a messenger for assistance and monitor the situation. GREEN CARD- Teacher enters into SIS Behaviour Dongara DHS Minor Form for Student Behaviour-Teacher Managed Please refer to Behaviour Matrix

Student: Referred by:

Room: Year: Date: Time:

Location of Incident

Learning Area Transition Other:

Toilets Excursion/Incursion

Teacher Managed Behaviour (Minor)

Choose Respect Be Responsible Achieve Your Best

Examples but not limited to: Calling out/yelling Low level swearing Backchat Not following instructions Low level refusal/work avoidance Teasing/excluding others Other:

Examples but not limited to:

Out of seat without permission

Arriving late to class

Not prepared for class

Misuse of equipment

Tackling/rough play

Littering Other:

Examples but not limited to: Wasting time Fiddling Speaking loudly/side talking Off task Inappropriate noise making Other:

Comments:

Teacher Actions & Behaviour Consequences

Step 1

Low key responses Re-direct – brief verbal reminder Teach/Model behaviour expectations

Step 2

Provide choice Student conference-Informal Agreement

Step 3

In-class isolation Student reflection Student detention Partner Room Referral-minutes Phoned parent Notification to parent Parent Conference

Other:

OFFICE USE ONLY Administrators Name ___________________________ Date __________________ No further actions Completed Major Behaviour Form Minor Form attached SIS Entered

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RED CARD REFERRAL- Admin enter into SIS behaviour

Dongara District High School Major Behaviour Referral to Admin

Student: Referred by: Date:

Room: Year: Time:

Location Classroom Playground

Classroom Verandah / Footpaths Area A Area B Area C Area D Area E Toilets Bike Racks

Block A Before School

Block B Block C Block D Block E Block H Library Assembly Halls Oval

Recess First Lunch Second Lunch After School

Location:

Behaviour

Choose Respect Be Responsible Achieve Your Best

Verbal abuse Staff Students Bullying and teasing

Intimidation/Harassment Staff Students Aggressive refusal to follow

instructions

Physical assault Staff Students

Vandalism

Leaving the school grounds

without permission

Substance misuse

Repeated Minors

Comments:

Administration Actions Further follow-up

Investigate incident Determine action Detention (recess/lunch) Withdrawal In School Suspension Suspension Loss of privilege Inform Teacher Inform Parents (phone call, letter, email) Enter data on SIS Class Teacher provided with signed Major

Form and printed SIS entry Other:

Parent Conference Restorative Practice Behaviour Contract Behaviour Management Plan Student Admin Meetings Entry meeting

Other:

OFFICE USE ONLY Admin Name: Date:

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(e) STUDENT BEHAVIOUR REFERRAL FLOW CHART

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(f) Restorative Practice Restorative Practices assist teachers, students and parents to build, maintain and restore relationships. Restorative Practices help build capacity to enable students to self-regulate behaviour and contributes to the improvement of learning outcomes. (g) Detention (Administration) The purpose of this detention is to isolate those students who have chosen not to demonstrate productive behaviour in the classroom, learning area, playground or play area. Placement in the detention room will allow them to reflect on their behaviour and to work quietly without interruption. Students may be given detention for a number of reasons such as:

Unproductive behaviour in the playground, name recorded in duty file 2 times in one day (one detention), 3 times in one day (two detentions) or more in one day will be a referral to a Deputy Principal.

Truancy.

Any student who disrupts other students’ learning.

Damaging property.

Persistent lateness to class.

Does not follow the school wide behaviour expectations. The Deputies and Principal can issue detention through the referral system and also as part of playground student behaviour management. Teachers may give detention if outlined in their classroom management plan. In such cases the teacher is responsible for supervising in their classroom. Admin Detention Routines:

Detention commences at 12.35 pm sharp and concludes at 12.55 pm in an allocated room.

Students must wait outside the allocated room for the detention supervisor.

Students will write out the behaviour matrix during detention as a reinforcer of our school wide behaviour expectations and will engage in restorative practices with the supervising Deputy Principal.

Students, who miss detention or are late without a note from their previous teacher, automatically have detention increased by one day. This is issued by the Deputies or Principal.

Students are to be independent of each other at all times in this class. Should they interfere or disrupt in any way, others present or the supervisor of the class, then their detention will be increased by one extra session for the first offence. The severe clause will apply for a subsequent offence where they are referred immediately to the deputy.

(h) After School Detention-Administration Parents must be contacted to inform them of the reasons for, and the duration of the detention. An arrangement needs to be agreed to by the parents and/or caregivers as to how the student is to get home after the detention. The child can be kept after-school for a maximum of one hour, 3.05pm-4.05pm. They will be fully supervised during detention and will write out the behaviour matrix during detention as a reinforcer of our school wide behaviour expectations. Year 7-12 students can receive after school detention with an accumulation of 5 dots in one day or 10 over a week. 8. STRATEGIES FOR MANAGING PERSISTENT CLASSROOM UNPRODUCTIVE BEHAVIOUR (a) Informal Agreement When an unproductive behaviour is occurring frequently over time, damaging the teacher/student relationship and impacting on the positive cohesiveness within the classroom, an informal agreement can be set up. This is a structured informal discussion that clearly identifies what the classroom behaviour has been and how the teacher and student are going to work together to solve the problem. An Informal Agreement:

Shifts the responsibility from the teacher to the student for the behaviour.

Allows the teacher to deal with persistent unproductive behaviour in a positive way.

The teacher and student work together cooperatively to produce a plan of action to deal with the behaviour and both have a role in the implementation.

The School Wide Behaviour Expectations Matrix is used to set student goals.

To establish or re-establish a positive relationship between teacher and student.

The teacher is able to deal with the behaviour using a minimal response.

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(b) Formal Contracts This strategy is for students who are unwilling to improve their unproductive behaviour. It is a documented plan for an individual student when the student’s behaviour is considered to be at a level when other strategies are not working. It is set-up by Admin.

It clearly defines and states the specific problem behaviour and a formal contract is drawn up.

The School Wide Behaviour Expectations Matrix is used to set student personal goals.

Parents are involved as much as possible.

The contract is checked at the end of the day by Admin and is taken home for parents to view and sign.

Has a minimal consequence(s) e.g. detention, loss of privileges, withdrawal to Administration.

Has a maximum consequence e.g. suspension.

The Tier 2 Check in Check Out process may be used.

9. PLAYGROUND A part of a teacher’s normal and expected role is Yard Duty. It is a part of a wider Duty of Care expected of all teachers. The school wide behaviour expectations that provide students and teachers with an understanding of what is acceptable and unacceptable behaviour during before school, recess and lunch breaks. As with the classroom the playground behaviour system involves positive re-enforcement practices and a set of consequences for inappropriate behaviour including positive feedback, Good Kids- Good Stuff and PBS Tickets. The system operates as follows:

Teachers are allocated duty times and duty areas.

Each designated area has a duty file - a clipboard with school wide behaviour expectations.

The teacher carries this file while on duty and unproductive behaviours are noted.

The teacher must make the student aware that their name is in the book and the reason why.

PBS tickets are awarded to students for productive behaviour.

During the course of the day the contents of the files are collated and appropriate action is taken as required.

10. MEASURES TO ADDRESS BULLYING AND HARASSMENT Every individual has the right to belong and feel safe within a positive learning environment at school. Bullying or any form of harassment will not be tolerated in the school. The school recognises that rather than managing these, it is more efficient to prevent it in the first place. It is everyone’s responsibility to prevent it happening. Dongara DHS is committed to preventing and managing bullying by:

Providing students with Cooperative Learning opportunities so as to “ensure that all students are socially integrated into networks of peer relationships”.

Providing support to people who are bullied, as well as the bullies.

Helping people who are bullied to avoid and/or to deal with bullying.

Helping students understand the difference between aggressive and assertive behaviour.

Implementing through PBS a variety of appropriate social skills programs and our school has a focus on building student resiliency. We also source support from Head Space, CAMHS and CHAT (SDERA) providing community members with information outlining definitions and indicators of bullying and actions which can be taken by the child, parents and teachers.

Bullying also involves children who may not be directly involved in the bullying nor are they directly bullied, who are referred to as “bystanders”. A bystander is someone who sees the bullying or knows that it is happening to someone else. Harassment is offensive, humiliating, threatening, abusive or intimidating behaviour that is directed at individuals or group/s for either perceived or real attributes. It includes gender, religious, age, race, and sexuality based harassment.

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Strategies and Procedures To help prevent bullying the school has adopted the “Friendly Schools and Families” program in order to educate students and the school community about bullying.

The teacher listens and offers immediate support then arranges a meeting between those concerned.

The process is explained. It involves a no blame restorative approach, active listening and conflict resolution with the teacher, administrator or school chaplain as the mediator.

After an agreement is reached, there is follow-up.

Continued incidents result in referral to an Administrator for the consideration of consequences. 10. MEASURES TO ADDRESS AGGRESSION As with Bullying and Harassment, acts of Aggression will not be tolerated at Dongara DHS. If an incident occurs and has been referred to a teacher, Admin are to be notified immediately. The Administrator will assess the situation with possible application BMP consequences. Ultimately this may result in a detention, withdrawal or suspension and loss of Good Standing. 11. SERIOUS BREACHES OF DISCIPLINE Where a student engages in behaviour deemed serious in nature, the process of warnings will not occur. Students will be referred directly to the relevant deputy who will contact the child’s parents and apply appropriate consequences. Examples of behaviour warranting this response may include:

Willfully hurting another student.

Willfully destroying property.

Engaging in behaviour that stops the class from functioning.

Verbal abuse, harassment, physical assault or intimidation of staff or students.

Using or possessing illegal substances at school.

Using mobile phones or electronic devices.

(a) Risk Management Plan When a student’s behaviour is considered to present a physical risk to the safety of staff or students, a risk management plan is developed. This will be documented and be included in the student’s SAER folder. (b) Withdrawal of Student from class, breaks or other school activity The Principal or Deputies may withdraw a student from class, breaks or others school activities if a student has breached the BMP or has acted in an unsafe manner. This should not to be called an In-School Suspension. This will be applied as close to possible to the time of breach for the purpose of providing an opportunity to:

Calm in circumstances where the student has become unable to self-regulate; and/or

Reflect on and learn from the incident, including where appropriate engaging in restorative processes; and/or

Evaluate prior behaviour support and negotiate and plan adjustments that may be required; and/or

Continue a learning activity in a less stimulating environment- ensure that the student is not prevented from fairly completing assignments or assessments to fulfil course requirements.

Parents will be informed.

Documentation is entered into SIS Behaviour.

(c) Suspensions The principal may suspend a student from attendance at school as part of a school behaviour plan. Suspension is used when the breach of school discipline causes significant disruption to the student, other students or staff, and is for the purpose of providing an opportunity for: The student, other students and staff to calm and recover; and/or All to reflect on and learn from the incident, including where appropriate participating in restorative

processes; and/or The school to evaluate existing behaviour support plans, meet with any internal or external

stakeholders, seek advice on how better to support the student, and put in place any adjustments to plans, resources, staff or strategies that may be required; and/or

The parent to meet with the school to discuss how to improve coordination between school and home to help the student behave appropriately at school.

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A program of work be provided if suspended for 3 or more days or 5 days over a year. Loss of good standing. There are two categories of suspension:

Immediate Suspensions- The Principal may suspend a student immediately when there is a serious breach of discipline that adversely affects or threatens the safety of a person.

Non-Immediate Suspension- A situation where the student and their parent/caregiver are given the opportunity to respond to the issue and request reconsideration of the suspension.

Students at Dongara DHS may be suspended for up to 10 days after each occurrence for the following types of behaviour:

Physical aggression toward staff.

Abuse, threats, harassment or intimidation of staff.

Physical aggression toward students.

Abuse, threats, harassment or intimidation of students.

Damage to or theft of property.

Violation of Code of Conduct or school/classroom rules.

Possession, use or supply of substances with restricted sale.

Possession, use or supply of illegal substance(s) or objects.

E-breaches.

(d) Return from Suspension Before a student can be re-admitted to classes, the following process must occur:

A Behaviour Management Plan will be developed for the student through consultation with the parents, Principal or Deputy Principal.

The parent(s)/caregiver and the student must have an interview with the Principal or Deputy Principal or teacher involved in the incident. This is to assist student integration back into the classroom and the school.

When the student has resolved issues to the satisfaction of the relevant parties they are then returned and will follow the behaviour management plan.

Good standing reviewed. (e) In School Suspension The Principal in consultation with the Deputies will issue this form of suspension in situations where a serious breach of the BMP has occurred or where a school suspension has been ineffective in modifying behaviour or feels that that the student will be exposed to serious safety risks outside of the school or the principal is not satisfied that there are arrangements for sufficient supervision/care for the student outside of the school. The student will lose their good standing. (f) Use of Physical Restraint The principal will ensure that physical restraint of a student is only used: In circumstances where a student’s emotional or behavioural state prevents other strategies from

being successful; and Where that emotional or behavioural state poses imminent risk of harm to self or others or risks

significant damage to property; and For the minimum amount of time needed for the student to recover an emotional or behavioural state

whereby less restrictive strategies may be successful; and Ensure that staff who apply positive handling (Team Teach) are appropriately informed and skilled.

(g) Protective Isolation Protective Isolation is a planned intervention of limited duration for students with extreme, maladaptive behaviour and it provides the chance for a student to be removed from their regular school environment and be placed into a location, on their own, which is safe for themselves and others. It is a specific form of student withdrawal that may be considered for use with students whose behaviour places themselves or others at risk of harm. Protective isolation must only be used with the written consent of the Regional Executive Director.

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(h) Exclusion The principal may recommend to the Director General that a student be excluded from attending school as part of the School Behaviour Plan. An exclusion order is the most extreme sanction that can be applied to a student in a public school. (i) Critical Incident Flow Chart

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12. MEASURES TO ADDRESS DRUG AND ALCOHOL MISUSE BY STUDENTS The possession or use of illegal substances by students at school is not acceptable under any circumstances. A breach of school discipline committed by an intoxicated student must be dealt with only after the safety and wellbeing of the student has been secured. Student intoxication on school sites or at school off-site activities is unacceptable. it is the responsibility of the Principal to report relevant matters to the police. Staff will be mindful that intoxication may make the student’s behaviour volatile and unpredictable. Staff will take care not to provoke a response that places the student or staff at risk of injury. Staff will:

Remain calm; try to be friendly and non-judgmental, avoid transferring anxiety.

Tell the student you are concerned about his or her safety.

Keep your distance; ensure the student knows what you are going to do before you approach or touch him or her.

Stand to the side of the student when speaking to ensure s/he feels less threatened.

Try to avoid talking to the student in front of other students, to avoid embarrassment.

Try to find a caring friend of the student – intoxicated people are likely to listen more to a familiar voice.

Staff will not:

Confront the student.

Argue with the student.

Try to physically restrain the student (unless this is needed as a last resort where other strategies have failed and risk of harm to self or others is judged to be immanent).

Allow the student to leave the school site on his or her own.

Leave the student alone. If the Principal determines that students are at risk the Whole School Emergency Management Plan will take effect, which may include lock down or relocation of students to emergency areas. Students at DDHS engage in a Drug and Alcohol awareness program via their Health Education classes and CHAT (SDERA). Students from year 6 onwards participate in excursion and/or incursions from health professionals. Year 9-12 students participate in Teen Youth Mental Health activities with health professionals. 13. USE OF MOBILE AND OTHER ELECTRONIC DEVICES At Dongara DHS students are not permitted to use mobile phones or any electronic devices that play music or take photos. The school provides students with relevant electronic equipment for educational purposes. Students have access to phones at administration if they need to contact a family member. The School Board has approved the DDHS Student Mobile Phone Plan. On enrolment, students and parents sign the Department of Education WA Acceptable Use Agreement; or the Appropriate Use of Online Services agreement in relation to internet access and usage. Any illegal activity will be reported to the police. Consequences for inappropriate use of mobile phones or electronic devices are outlined on the relevant documents and may be dealt with under the BMP as a serious breach.

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14. MEASURES TO ADDRESS WEAPONS ON SCHOOL SITE At Dongara DHS, the use or possession of weapons is not tolerated on the premises or at any school associated event. Weapons of any nature are not permitted on the grounds. If a student is found to be in possession of a recognised weapon, in the interests of risk management, the item will be confiscated, parents contacted and the police informed. Use of any weapon at any time is deemed a serious offence and is likely to result in a suspension. The Police will be notified immediately. 15. MEASURES TO ADDRESS ATTENDANCE All students must attend every school day, unless absent for medical reasons. If absent, parents must promptly provide either a verbal/written explanation to the office, a SMS via the school’s messaging system or a written explanation on return to school. Any student who needs to leave the school grounds during the day must report to the front office before leaving the grounds with written or direct verbal permission from Parent/Carer to obtain the required approval and leave pass. On return to school, students must also report to the office. Any student who is late must report to the front office for a late note before entering class. Parents of students with unsatisfactory attendance (5 or more days of absence per term approx.) may be required to negotiate an Individual Attendance Plan and may be referred to the Midwest Regional Attendance Officer and/or Attendance Panel if unsatisfactory attendance continues. 16. MEASURES TO ADDRESS THE RISK OF SUICIDAL BEHAVIOUR AND/OR NON SUICIDAL

SELF INJURY At Dongara DHS we have a comprehensive plan in this area. The Plan is part of the staff induction and is available via the S Drive. Students at risk have an individual plan prepared. The plan is also part of the whole school Emergency Management plan. The school sources support from and works in collaboration with outside agencies.