Why is PBL vital to us? We use the PBL philosophy and systems to promote and maintain a safe, respectful and orderly learning environment for all students and staff. We provide all students with an opportunity to acquire the knowledge, skills and values to successfully continue their education, and to be respectful, active citizens who serve, problem solve and positively contribute to the community.
We know that we can’t make children learn or behave but we can create environments to increase the likelihood.
PBL Handbook
Positive Behaviour for Learning 2018
iTunesU Code: EYY-BLL-WSJ
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PBL at our school
What you will see ¥ Staff interacting respectfully with students and families ¥ Smiles everywhere ¥ Everyone using respectful greetings ¥ Conflict resolved respectfully ¥ Positive adult role models ¥ Skilful management of student behaviour ¥ Lots of colourful signage with reminders ¥ Positive incentive systems ¥ High expectations around uniforms ¥ A very clean and tidy environment ¥ A safe, disciplined environment
What you will hear
¥ Respectful interactions ¥ Rule of the Week discussed constantly in every class every day ¥ Students reciting the School Pledge ¥ Quiet classrooms with purposeful noise for learning ¥ Singing and laughter ¥ Behaviour goals being set, known and discussed ¥ A common language for all aspects of PBL ¥ Learning goals being set, known and discussed
What you will feel
¥ Welcomed ¥ Safe ¥ Respected ¥ Included ¥ Positive ¥ Involved ¥ Rewarded ¥ Important and valued ¥ Acknowledged ¥ Informed ¥ Excellence promoted and celebrated ¥ Positively challenged
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Our PBL Team 2018
Role descriptions Principal
• Accountable for the safe and disciplined school environment • Accountable for the training and development of all staff • Accountable for organisational culture • Liaise weekly with the supervisor to discuss tactical and strategic issues
Supervisor
• Accountable for the implementation of and adjustment to the strategic plan and action plan
• Responsible for the successful implementation of PBL across the school community • Provide verbal & written feedback each term to staff holding key roles
Team Leader
• Liaise weekly with the supervisor to discuss & resolve tactical obstacles and issues and review metrics
• Chair meetings • Provide timely follow up with team members who have tasks to complete
Secretary / Observer • Announces meeting dates and times • Coordinates agenda with the Team Leader • Ensure minutes are maintained on One Note and shared with the school staff
Media Manager
• Include ROTW and good news stories in the school newsletter each week • Include ROTW and good news stories* on Facebook each week • Include ROTW and other pertinent information in staff Notes each week • Ensure PBL has time in staff meetings and plans for topics
Behaviour Representative – Senior School • Ensures behaviour promotional process is enacted and moderated • Ensures behaviour report card comments are utilised • Ensures moderation and goal setting occurs with the continua • Ensures precision amongst cohorts and sectors
Behaviour Representative – Junior School
• Ensures behaviour promotional process is enacted and moderated • Ensures behaviour report card comments are utilised • Ensures precision amongst cohorts and sectors
Rivers Ranger Leader
• Induct, plan, train, promote and supervise Rivers Rangers – Years 5 and 6 Rule Ranger Support
• Ensure videos are created each week and provided to Nathan before Monday morning • Plan the reward process for the RR to recognise a class or year level
Data Dude/ette
• Brings data each meeting to reflect on ROTWs and possible changes to process. Data to be discussed is decided at the previous meeting
• Assists team leader and Supervisor in preparing EBS and SET River Rewards Convenor
• Ensure the rewards process is being followed accurately (Rewards Shop, morning teas, class certificates etc)
Graphic Designers • Create Rule of Week • Poster designs
We know that children need to be explicitly taught behaviour expectations. If they are having trouble, they require support – just as they would in other areas of learning.
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PBL Meeting Schedule When: Fortnightly (tactical meetings), once a term (strategic meetings) Where: Staffroom (tactical), Boardroom (strategic) Time: 7:30am – 8:00am (tactical), 2.45pm – 3.45pm (strategic) Minutes: Available via One Drive
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Our School Rules
Be Safe Be Respectful Be a Learner Be Safe
Code of Conduct Classrooms ALL devices
Visiting other classrooms
Assembly Using
pathways Playground Eating Cafe Bathrooms Bus Carpark areas
Be Safe Keep hands, feet and body to self Use furniture and supplies appropriately Use equipment appropriately
Use clean hands Store devices in the correct place Keep devices separate to food and drink Keep devices packed away before and after school Keep personal information private Only share passwords with parents and teachers Report any online bullying immediately - STOP BLOCK REPORT
Walk quietly and carefully Stay in lines while walking and waiting Return directly to your class
Sit in one spot Follow teacher’s instructions Keep hands, feet and body to self Applaud respectfully at appropriate times
Walk in class groups Walk safely on concrete and steps
Run only on grassed areas
Keep to the left
Be Sunsmart Use equipment properly Stay in designated areas Run only where permitted Keep hands, feet and body to self Wear appropriate clothing and footwear Use school equipment only
We ONLY eat our own food We never share food Sit down to eat Keep hands, feet and body to self Use a quiet voice
We ONLY eat our own food We never share food
Line up to wait at the bathroom gate if all the cubicles are occupied Use the toilet Flush and check Wash hands with soap (1 squirt) Dry hands with paper towel (1 piece) Walk carefully on any wet areas Report problems or accidents to the teacher Return directly to class
Always greet the driver Stay in your seat Face the front Keep hands and objects inside the bus Use an inside voice Speak respectfully Always thank the driver
Stay on the footpath Use the supervised crossings
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Be Respectful Code of Conduct
Classrooms ALL devices Visiting other classrooms
Assembly Using pathways
Playground Eating Cafe Bathrooms Bus Carpark areas
Be Respectful
Use whole body listening Raise hand to speak Speak respectfully Ask permission to use things Wear my uniform and have my hat Cooperate with my teacher and class mates Use manners at all times Consider and care for the environment
Handle and use your own device Only use camera and video with permission Use respectful words, greetings and salutations for digital communication Be socially responsible when using social chat Use headphones when required so as not to interrupt others
Knock and wait patiently Use manners
Leave the walk area clear
Walk with a purpose Face forward with hands at your sides
Walk quietly respecting the learning of others Keep pathways neat and clean Care for gardens by using designated walkways
Share equipment Take turns and play cooperatively Include others Consider and care for the environment Return all equipment
Follow instructions of adults Use manners at all times Put all rubbish in the bin Wait to be dismissed
Wait quietly in line to be served Use good manners Use friendly language Clean up eating area when finished
Use a quiet voice Respect privacy Keep toilet area clean Line up to wait at the bathroom gate if all the cubicles are occupied One person per cubicle
Use friendly language and quiet voice Move punctually and sit in bus lines Follow driver’s instructions and Bus Code of Conduct.
Follow adult instructions Be courteous to ALL motorists
Be a Learner
Code of Conduct
Classrooms ALL devices Visiting other classrooms
Assembly Using pathways
Playground Eating Cafe Bathrooms Bus Carpark areas
Be a Learner
Be organised Work carefully Complete your work Do your best / Have a Go Ask for help if required
Ensure your device is fully charged each day Use only apps and programs approved by your teachers Report any damage or issues immediately to your teacher Keep log-on codes somewhere accessible or memorise them
Knock on the door to gain the teacher’s attention State your name and class and teacher’s name Explain the reason for your visit
Listen, watch, and learn
Walk with a purpose Face forward with hands at your sides
Plan your play Know the game rules Follow the game rules Know the playground rules and use them Be punctual to team training sessions
Help younger children to develop independent eating skills Model to other students
Have a purpose Have teacher’s permission to use the toilet area Use only enough water to wash your hands
Be on time outside waiting Sit in assigned seat if requested
Help younger children to develop safety rules
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Defining and responding to behaviour Our focus must remain on positive acknowledgement of the desired behaviour and attitudes. We use a range of incentives to reward students and provide encouragement. These are explained further into this document. It is important that all staff are aware of infractions and how to manage them. There are two types that apply to PBL – Minor and Major. You must be clear on the differences between them.
Definitions of Incidents – Minors vs Majors
Minor Infractions are to be managed in the situation by the staff member or teacher:
• Minor infractions serve as learning opportunities for students. • It is not necessary to input all minor infractions on OneSchool but they are to be recorded on the DP spreadsheet. • Once a pattern of minor infractions emerges it will be necessary to record on OneSchool due to the possible escalation to Major infraction.
Required procedure for a minor infraction is as follows: Classroom: Step 1: Redirection (Warning) Step 2: Time Out in Class Step 3: Buddy Class* Step 4: Office Referral Playground: Step 1: Redirection (Warning) Step 2: Time Out next to the duty teacher Step 3: Time Out in a supervised space Step 4: Office Referral Possible consequences for a minor infraction: Clean up duty, student moved to another area, separation, time out / cool down, class detention, parent contact, lunch time detention, letter home. Major Infractions are to be referred to school leadership. All major infractions must be recorded on OneSchool by the relevant representative. Consequences usually given and managed by the leadership team.
• All major infractions MUST be referred to an Executive Team member • Consequences are applied and managed by the Executive Team • Incident added to OneSchool • Possible consequences that may be enacted by school leadership for a major infraction: Restorative Justice, apology, restitution, lunch time detention, letter email to parents, parent meeting,
individual behaviour plan, involvement of support staff, suspension, impose a Behaviour Improvement Condition (BIC) and/or exclusion. * NB: Buddy Class consequences must be noted on One School as a Major consequence.
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One School Descriptors Minor Major
Bullying / Harassment Student delivers disrespectful messages (electronically, verbally, or gesturally) to another person that includes threats, intimidation, obscene gestures, pictures, or written notes. Disrespectful messages include negative comments based on race, ethnicity, disability, religion, gender, age, national origin, and or sexual orientation.
Leadership team must investigate any incidents of potential bullying.
Defiant threats to adults Refusal to follow classroom or school rules, or staff directions, talking back and/or socially rude interactions
Eg. Back chatting / arguing / disruptive talking and noise making
Eg. Physical or Verbal threats of harm to adults, consistent back chatting/arguing or socially rude interactions
Disruptive Behaviour causing an interruption in a class, building or playground activity where the student is not responsive to repeated directions. Disruption includes sustained loud talk, yelling, or screaming; noise with materials or body parts; roughhousing; sustained out of seat behaviour; verbal refusal to comply with repeated instruction.
Eg. Back chatting / arguing / disruptive talking and noise making
Eg. Consistently interrupting the learning of others
Dress Code Minor Incident ONLY – Uniform infringement given.
IT Misconduct Visiting inappropriate websites; Using and/or copying passwords and data to which you are not authorized; Not distributing private information about yourself and others; Cyber-Bullying - Harassing, insulting, defaming and /or attacking others through any form of digital communication (See CRSS IT Policy)
Eg. First incident Eg. consistent inappropriate use of IT hardware/ software/ electronic devices in the school.
Late Late to class
Minor Incident ONLY – Continual incidents need to be reported to Admin so that parents can be contacted. Please see Attendance Policy
Lying / Cheating Student delivers message that is untrue and or deliberately violates rules Student is in possession of, having passed on, or has been responsible for removing a possession or has used identifying information from another person.
Eg. Lying or absence of truth, taking a minor object – age appropriate behaviour; Student delivers message that is untrue and or deliberately violates rules
Eg. Plagiarism, blatant cheating on an exam, stealing an expensive item with intent
Misconduct Involving an Object Using an object to harm, injure or threaten others
Eg. Non intent to harm – part of game play (rough play); Using an object in an inappropriate or unsafe manner
Eg. Use of an object with intent to cause injury
Non-compliant with routine Behaving in a way that does not comply with classroom and playground routines. Eg following instructions around routines
Eg. Work refusal/refusal to follow adult directions, non-attendance at detention; refusal to follow classroom or school rules, or staff directions
Eg. Continued work refusal or refusal to follow adult directions
Other conduct prejudicial to the good order and management to the school Incident on excursion, representative sporting, extra-curricular activity. Commenting on Facebook (out of school) – put school or staff in disrepute Whilst wearing school uniform, out of hours – smoking, stealing.
PRINCIPAL USE ONLY
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Physical Misconduct Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with objects, kicking, hair pulling, flashing, dacking, scratching, etc.) Intentional aggressive actions directed at school personnel
Eg. Non-serious but inappropriate physical contact (pushing/shoving/age-related fighting; actions causing unintentional minor physical harm to others – non-threatening physical interactions
Eg. Serious physical contact where injury occurs with intent
Possess Prohibited Items Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm, or creating the impression (as in the case of a fake gun or grenade) of causing bodily harm or bringing any other prohibited item to school
Eg. – items that may not cause harm e. g chewing gum. Eg. Any form of weapon particularly knives, fake guns or items that are capable of causing harm
Property Misconduct Student participates in an activity that results in substantial destruction or disfigurement of property
Eg. Breaking pencils/scratching desk/tearing books, scribbling on desks etc
Eg. Graffiti on a building; intentional breaking of school property
Refusal to participate in program of instruction Verbally and blatantly refusing to participate in activities – complete tasks. Leaving the classroom to avoid activities.
Eg. Leaving the classroom so as not to complete activities, verbally refusing to complete work; Verbal refusal to comply with instructions, talking back and/or socially rude interactions
Eg. Continued refusal to complete tasks and be involved in learning
Substance Misconduct involving illicit substance Student is in possession of or caught using illegal drugs.
Eg. Student is in possession of, under the influence of or caught using illegal drugs
Substance Misconduct involving tobacco and other legal substances Student is in possession of or caught using legal drugs, tobacco or alcohol
Eg. Misuse of over the counter medication such as an asthma puffer, throat lozenges etc
Eg. use of the above at school or affected by it at school.
Third Minor Referral Student exhibits continued minor offences with no regard for consequences
Teacher will require class data to demonstrate the continued behaviours so that a referral may be made to Admin.
Threat/s to Others Student delivers message (electronically, verbally, gesturally) or orchestrates the delivery of a message that threatens a person’s physical or emotional well-being.
Eg Eg
Truancy/Skip Class When a child misses school/classes without prior parental consent or consistently late to class.
Eg. Late back from Lunchtime Eg. Repeatedly late to class after break times
Verbal Misconduct Threatening verbal or gestural interactions with peers or staff that are directed toward someone including swearing, name calling, innuendo, back chatting, unfriendly talk, racial slurs, directed swearing or use of words or gestures in an inappropriate way
Eg. Non threatening, non directed verbal or gestural messages used within conversation that include swearing, name calling, or use of words in an inappropriate way.
Eg. Threatening verbal or gestural interactions with peers or staff that are directed toward someone including swearing, name calling, innuendo, back chatting, unfriendly talk, racial slurs, directed swearing or use of words or gestures in an inappropriate way
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School-wide Proactive Strategies
“PBL is about improving behaviours before there is a problem”
The following school-wide strategies are expected to increase the percentage of children identified in the Emerald (green) zone of the behaviour triangle, while decreasing the numbers of students identified in the yellow and red zones.
Explicit Teaching – Rule of the Week (ROTW)
• A Rule of the Week will be announced each week • Teachers will explicitly teach the rule (approx. 15mins) each Monday during Kid Fit to further teach the rule. • Teachers are encouraged to use their professional skills to ‘teach’ it in an interesting and challenging manner. The skill needs to be reinforced a number of times each day. • During the week a photograph/ picture of the children will be added onto the “Skill” sheet thereby personalising the document. • The ROTW will be advertised in the school newsletter, P&C Facebook page and weekly notes each week • The ROTW is to be displayed within the classroom and referred to regularly. • Previous ROTWs to be available for the remainder of the term • All ROTWs are to be retained for reviewing and re-teaching across the year where necessary.
Term 1 Term 2 Term 3 Term 4
1 Our 3 school rules Promise #1 – Be a Friend and a Team Player
2 Our 3 school rules Promise #3 – Manage emotions and solve problems
3 Greetings Promise #5 – Use manners towards everyone
4 Team Player - uniforms Promise #1 Be a Friend and a Team Player
5 Team Player – allowing others to learn
Promise #2 – Stand Against Bullying
6 Look out for each other Promise #3 – Manage emotions and solve problems
7 Creating the pledge Promise #3 – Manage emotions and solve problems
8 Introducing the school pledge Promise #2 – Stand Against Bullying
Promise #4 – Use STOP WALK TALK
9 Promise #4 – Use STOP-WALK-TALK Promise #5 – Use manners towards everyone
10 Promise #6 – Celebrate People’s Differences
Promise #6 – Celebrate People’s Differences
11 The School Pledge
Proactive Strategies
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Building Relationships with Students • Greet all students at the door each morning at 8:15am • Farewell all students at the end of the day with a goal/feedback/reflection at 2:30pm • Planning your play with students before play breaks • Check in for 2 minutes following play breaks
Building an expert teaching team
• Teachers will have an opportunity to be involved in feedback, mentoring and collegial coaching around behavior. Clubs
• Various clubs will be made available to students • Staff who operate clubs will be considered for duty release using guest teachers
Schoolwide Classroom Chart
• All classrooms will display behavior chart which contains the following levels o Awesome o Good Job o Ready for Learning o Warning o Time Out o Buddy Class
• All students move back to ‘Ready for Learning’ after each break. • If a student reaches ‘awesome’ a teacher may send them to the office to celebrate.
River Rewards Free and Frequent
• Children are to be given ‘Rivers Rewards’ for any display of general positive behaviours • The child takes the ‘Rivers Reward’ to their classroom and places it in their raffle box. • Class teacher draws 1 name each week – One week is for Principal’s morning tea and other week is teacher’s choice • Staff should aim to give out 10 per day
River Rewards (Tear Off booklet) • Children are to be given Rivers Rewards for any display of positive behaviours • Staff record the student’s name on the Emerald Rivers Rewards • Students save them to be redeemed at the River Rewards Market. • The Rewards Shop will be open in the iCentre on the appropriate Year Level day • Staff should aim to give out 2 per day • Teacher to retain stubs for positive behavior data
Proactive Strategies
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Weekly Excellence Award • Each week, teachers are to:
o Select one student, per week, who is demonstrating a standard of excellence within a determined area o Specialist teachers are able to select one class to receive a Spinnaker Award. They will present this to their class of the week. o Record student’s achievement on OneSchool and print certificate by Friday of the week prior o Contact student’s family by email or phone by Friday of the week prior o Students will receive, have a group photo with Principal and sector Deputy and receive a school gift. Photos will be published in School Newsletter and on School TVs.
Senior Level System The behaviour continuum in Years 3-6 is designed to identify to students and teachers the behaviours that students consistently demonstrate and their future goals. The continuum is to be used regularly and conferenced at least once per term. See Appendices. We categorise senior (Yr 3 – 6) student behaviour into 5 levels:
1. Diamond 2. Sapphire 3. Emerald (Universal) 4. Yellow (Targeted) 5. Red (Intensive)
Student Leadership (River Rangers, Rule Rangers, Kidfit Leaders)
• Rivers Rangers are in the junior play areas supporting younger students in playing new games and learning • Rule Rangers are an elected process involving senior students. • Kidfit leaders support physical education program in the junior school. • Added to OS each term
myself Program mySelf is our whole school social and emotional program, planned specifically for our students and is dynamic in nature. It is planned around our students current and changing needs and complements our PBL framework through explicitly teaching the skills required to adhere to our school rules and ensures that our school environment is a happy and healthy place for both students and staff. Topics have been identified and nominated by class teachers and other staff, and are fluid, depending upon current needs among our student population. mySelf draws from multiple SEL resources including Kids Matter, Respectful Relationships, Covey's 7 Habits, Skillstreaming, among others and supports the 4 areas of the Australian Curriculum - Personal and Social Capability: Self Awareness, Self-Management, Social Awareness and Social Management. Every student is taught a weekly 10-minute explicit lesson on a particular topic, followed by a 10 minute Circle Time, where students are encouraged to reflect on their own knowledge and experiences around the topic and share their thinking to support others' learning. Topics are reinforced throughout the week by class teachers and ancillary staff and connections are made to the weekly rule of the week. Topics include: What is a Good Friend, Expressing Gratitude, Taking Care of my Whole Self, Together is Better, Reacting to Failure and Understanding Others' Feelings.
Mindfulness Program Another proactive strategy we employ at Coomera Rivers is our Mindfulness program. After a well-supported trial in 2017, students at CRSS are exposed to regular Mindfulness practice within their classrooms. Many staff have reported positive benefits for their students in terms of their ability to focus on their learning and to effectively manage their emotions. In Semester 2, 2018, every student in every class will engage in a 3-minute mindfulness session, every day.
Proactive Strategies
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Class incentive programs Classroom programs that link with the school-wide program and reinforce a range of PBL expectations will be very encouraging.
Proactive Strategies
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Our daily school routines Our school uses a split lunch system where different year levels have eating and play breaks at slightly different times. There are two school program groups.
Proactive Strategies
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Positive behaviour plans These are written by the class teacher in an attempt to reduce the number of minor behaviour incidents. These are individual documents designed by the class teacher but must contain the following:
- Goals (1 -3; dependant on age) – What is the change you are trying to see? - Timeframe of plan (eg. 3 weeks) - Agreed goal for the end of the plan - Visual tracking system for the acknowledgement of positive behaviours. - Positive consequence for achieving goals - People to share their plan with – this should include parents but also may include DP, Wellbeing Teacher, students etc
Functional behaviour analysis Functional Behaviour Analysis is a process of examining the function that a particular behaviour plays for a student that includes an analysis of the frequency, intensity and duration of a behaviour. The end result of the FBA is an Individual Behaviour Plan (IBP) which is a plan to implement intervention for specific behaviours as identified. Minor Tracking System Admin review minor behaviours weekly to identify students who may require a Individual positive plan. This is completed on an Excel Spreadsheet. Attendance At Coomera Rivers State School we expect students to attend school every day. We support this by constantly reflecting on attendance data and designing systems to reward students and family efforts
Proactive Strategies
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Reactive Strategies Reactive behaviour management is dealing with situations as they arise. It is a response to a child’s inappropriate behaviour. Whilst we encourage and focus on positive behaviours we will experience the need to implement reactive strategies. These strategies are how we teach students appropriate behaviours and how to manage their choices and actions. As outlined in the Code of Conduct Matrix the following strategies may be implemented in the event of a Major incident:
• Buddy Class • Natural Consequence • Restorative Justice • Referred to Executive Team • Time out – Executive Team • Detention
• Restitution • Parent contact / email • Suspension • Impose a Behaviour Improvement Condition (BIC) • Exclusion
When students choose to behave in an unacceptable or disruptive manner, the following whole school procedures may be implemented to assist students to self-manage their behaviours. Time Out Class Teachers and Assistant Teachers are able to give timeouts but these must be supervised by the teacher/AT administrating the consequence. They are NOT permitted to sit outside the school office building unattended. Buddy Class The Buddy Classroom system is a strategy for children who are not engaged in the classroom learning and is designed to give the student some reflection and respite time away from current stimulus. The student being sent to the Buddy Class has the opportunity to de-escalate their behaviour in a less stimulating environment. This strategy does not work for all students and needs to be employed strategically i.e. choice of buddy class needs to be one where the student will not have the opportunity to continue to escalate their behaviour.
• The supervising teacher in the buddy class will determine an appropriate work space and strategy for the student. • Students should not be sent to a Buddy Classroom where there is a Guest Teacher. • Students who are becoming agitated should not be sent to a Buddy Classroom without prior arrangement with the Buddy Class teacher. • Please liaise with SSC Case Manager’s to determine if Buddy Class is an appropriate strategy for our students with disabilities. • Individual teachers are to organise a Buddy Classroom with a colleague or colleagues at the start of the year.
Process:
1. Student continues minor behaviours after teacher has restated expected behaviours, time out in classroom and identified Buddy Classroom time as a consequence of continued minor behaviours. 2. Teacher notifies student and Buddy teacher that the student is attending, how long they are to remain at the Buddy Classroom and the details of the behaviour. Please ensure times are age appropriate and manageable by the Buddy Classroom (maximum of one session). Eg. Johnny has been disrupting the class. Is he able to join your classroom for Buddy Class time? I have supplied him with Maths tasks to complete for 15mins. Thanks. 3. Arrange for the student to be escorted to the classroom (with another responsible student, with an assistant teacher or by yourself while neighbouring teacher supervises class). Remind student of expectations for how to enter Buddy Classroom (knock and wait quietly). 4. Students must attend with an activity or work and any required equipment e.g. current work, unfinished work folder, to minimise disruption to the Buddy Class’s regular program of learning (unless negotiated otherwise with teacher). 5. As the student re-enters, the classroom teacher restates rules, expectations and articulates consequences to the student. 6. ALL Buddy Class referrals need to be recorded on OneSchool by the class teacher as a Major. The class teacher should also notify parents via email on the day of the referral.
Reactive Strategies
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Detention
• Detention will be held each day per week. It will be held during second break and supervised by the Executive Team Member. Detentions involve students contributing back to the school and the investigation of referrals. Tasks may include:
o collection of litter o weeding of a garden o tidying up of an area
• Only members of the Executive Team can give detention. A letter will be sent home to the student’s parents (PG1) and the detention will be noted in One School. At Coomera Rivers we DO NOT endorse the following reactive strategies:
• Yelling at students • Physical contact • Writing lines or copying text • Being kept back after school
Individual behaviour plans
• Executive Team (in consultation with class teacher) is responsible for placing a student on a IBP. • These plans are for students who are identified as working in the red or yellow zone. • Students who have been involved in 3 or more major incidences should be considered for an IBP. • The format for the IBP will be discussed with the class teacher to ensure its success. • Parents must be informed about the IBP and be involved in the plan.
CRISIS PLAN – If a staff member feels that they need help immediately they are to call the office and request a red folder (urgent support). The office staff will call over the intercom and say, “Please return the red folder to (insert class here)”. Teaching staff able to support should attend the classroom if safe to do so. Assistant Teachers trained in MAPA are able to attend if they are in the affected sector of the school, however, physical restraint is the last option. When staff arrive, a person will be determined as the case manager of the situation. Please take instruction from the person identified as to what assistance you may be able to provide.
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Support Processes - Behaviour
Personalised Support Team (PST) Teacher are encouraged to refer any behaviour support requests through our Personal Support Team. The team will review each case , assign a case manager and support the teacher/student as required.
Teacher Responsibilities: Identify students who do not respond to the Universal school-wide expectations (Tier 1). The teacher tracks data to identify the students who may need intervention (Tier 2) – DP Minor tracking form. Students may be identified using the following data decision rules:
• The student has had 3 or more major Office Referrals • Persistent minor behaviours noted and tracked • Placed onto Yellow/ Red Behaviour Level
Any of the following processes / resources may be utilised by PST to support the students and /or teachers:
• Reinforcement Checklist • Check In Check Out Process (Headstart) • Social Skills Program • Individual Playground Plan • Individual Classroom Plan • Teacher’s Self Assessment Form • Functional Assessment Interview Tool • Review of academic requirements • Review of absence data – strategy • Year Level discussion of possible strategies
Wellbeing Team Wellbeing Teacher
To access our Wellbeing Teacher a referral will be prepared by either the PST or through the Executive Team directly. The Wellbeing Teacher’s role includes the following:
• Gathering and assess information from all parties involved and seek appropriate permissions. • Working in partnership with teachers to support students with challenging behaviours. • Supporting students to make appropriate behaviour choices through the use of Individual Behaviour Plans and one to one counselling. • Organising and supervising Playground Plans and the Play Safe Program. • Supervising students at the request of the Executive Team. • Liaising with community agencies to provide information for families and social programs for the students. • Building capacity in teachers by providing feedback on classroom observations for students with complex and/or challenging needs. • Actively participating on the PBL team to advise and support with behaviour trends and supports. • Providing professional development for all staff on wellbeing topics. • Managing individual caseload of students through PST referral. • Communicating with parents regarding student behaviour issues and provide support as required • Coaching for teachers on PBL classroom management techniques and ongoing support in class • Holding and attending case meetings to monitor and plan for student support.
Support Processes
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Youth Support Co Ordinator (YSC)
To access our YSC a referral will be prepared by either the PST or through the Executive Team directly. The Youth Co ordinator’s role includes the following:
• Gathering and assessing information from all parties involved and seek appropriate permissions. • Conducting planned sessions to address specific behavioural or social needs eg. Self-esteem, conflict, anger management • Working with external agencies to support the student and their families. • Carrying out support sessions with family members where they are identified for support. • Holding and attend case meetings to monitor and plan for student support. • Referring at-risk students to appropriate agencies and support services that will assist students to overcome barriers to education and training. • Identification of barriers to young people achieving outcomes and referral to appropriate support services. • Maintaining records of student contact on a daily basis. • Developing and fostering relationships between the school and families of students to assist at-risk students. • Being part of the support team working with the school and the community and liaising with students, teachers, parents, guidance officers, special needs teachers, administrative officers, officers of welfare agencies and
other government departments.
Appendices
1. Classroom Referral Form 2. Playground Referral Form
3. Absolutes for 2018 4. Essential Skills
5. Effective Learner Statements 6. Senior Behaviour Level System
Support Processes
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Classroom Referral Form
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Playground Referral Form
MINOR INFRACTIONS FORM Name: _______________________ Class: ______________ Date:____________ Time:____________ Teacher on duty:_________________ Witnesses: __________________________________________ Location: Incident
Defiance
Disruptive Dress Code
IT misconduct
Lying / Cheating
Non-compiance with routine
Physical misconduct
Property misconduct
Refusal to participate
Verbal misconduct
Other
Action
Warning/Redirection Time Out Other Additional Information: ___________________________________________________________________
Please forward onto classroom teacher for Record Keeping.
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Absolutes at CRSS for 2018 The following processes are required to be undertaken at our school as we embed the strongest possible PBL culture in all aspects of our culture. Building relationships with students
¥ Greet all students at the door each morning at 8:15am ¥ Farewell all students at the end of the day with a goal/feedback/reflection at 2:30pm ¥ Planning your play with students before both breaks. It is very important to train students as to how to do this ¥ Check in for 2 minutes following each play break
Rule of the Week
¥ New format. Advertised in newsletters, Facebook and Notes each week ¥ The ROTW will be displayed on large displays along the Learning Street main walkway ¥ Prepare to display a paper copy on Monday morning under the classroom monitor. It will sometimes need to be completed with students. ¥ ROTW lesson – once per week Monday during KidFit time. This lesson must be separate to weekly messages video. ¥ When finished the form – a representative student can add a photo, video, draw, paint, write words etc to describe. Older students should explain / video on See Saw. Younger students to explain in
their words ¥ Move previous ROTW to a rule wall or window for the remainder of the term. ¥ At the end of each term, a ROTW book is produced by placing the weekly lesson forms in a display book for reviewing and re-teaching across the year
Reward systems Free and Frequent (Raffles)
¥ Individual River Rewards – go into class raffle – win morning tea with Mr Graham each fortnight (Groups as per split lunch program) ¥ All students who attend the morning tea leave with a congratulations certificate ¥ Distribute them every day. Aim for 10 per day.
Tear off book (Rewards Shop)
¥ Distribute 2 per day ¥ Record on OS ¥ Students need a system to hold their RR slips ¥ Rewards shop will be set up in iCentre ¥ Rewards shop is operated by student leaders and open in the lunch breaks
Excellence Awards
¥ Each week, teachers are to: o Select one student from their class who is demonstrating a standard of excellence within a determined area o Specialist teachers are able to select one student to receive a Specialist Reward. o Record student’s achievement on OneSchool and print certificate by Friday of the week prior o Contact student’s family by email or phone by Friday of the week prior o Refer to the Term Overview for the focus of the Excellence Award
¥ Student’s will: o Receive a certificate from their teacher during KidFit time each Monday, have a group photo with Principal and sector Deputy and receive a school gift. Photos will be published in School
Newsletter and on School TVs
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Term Challenge ¥ Ensure there is a whole school challenge in each term to promote positive behaviors i.e PJ Day; Crazy Sock Day; Discos etc
Student Leadership River Rangers
¥ Return to PBL operations ¥ Rivers Rangers are in the junior play areas supporting younger students in playing new games and learning ¥ Term recognition and morning tea for the Rangers ¥ Added to OS each term ¥ Badge for their hat
Rule Rangers
¥ Return to PBL operations ¥ Award – prize – focus on different year level and class based on ???? ¥ Create weekly video (what is the rule? How did we go with the rule last week? How will we know we are successful?)
Managing behaviour focuses Major / Minor Steps
¥ All students move back to Ready to Learn after the break (below back to green and if above green – stay there) ¥ If reach awesome shout out card to the office to celebrate (teacher discretion) – noted on OS by the class teacher
Behaviour Levels ¥ Return to PBL operations ¥ Process as is but tightened ¥ Reminder to students, parents and community. ¥ Once every 5 weeks, no Kid Fit on Friday when all seniors discuss behaviour continuum to set goals for next 5 weeks. These goals are to be displayed.
Diamond Students ¥ Revise as PBL team to ensure the Diamond students have some ‘special’ rights eg. Straight to class in the morning, iCentre- playhouse
Reactive Strategies ¥ Detention – 2 people on at a time (DP investigating and other completing community service eg. Litter and/or gardening) ¥ Time out maximum times – 10 minutes (Junior school) / 15 minutes (Senior school)? Use play time to investigate issues
Clubs
¥ These are really valuable ¥ Staff who operate clubs will be first to be replaced on playground duties using guest staff. This will be managed by Deputy Principals.
Building an expert teaching team Feedback and collegial coaching
¥ Each term this year, every person on our staff will be observed and provided feedback on how effectively they are managing student behaviour in both the classroom and playground settings. Strengths will be identified and recognised and in some instances, modelled for others. Areas to further develop will be identified and supported through collegial coaching and mentoring. Minor behaviour records will also be correlated with a focus on support for the class teacher.
Essential Skills The Essential Skills Core Learning Component emphasises teacher’s language, both verbal and non-verbal to focus students’ attention, as well as the importance of positive teacher–student relationships developed through the learning process. The 10 Essential Skills for Classroom Management are:
Essential Skill Description
1. Establishing expectations Making rules
2. Giving instructions Telling students what to do
3. Waiting and scanning Stopping to assess what is happening
4. Cueing with parallel acknowledgment Praising a particular student to prompt others
5. Body language encouraging Smiling, nodding, gesturing and moving near
6. Descriptive encouraging Praise describing behaviour
7. Selective attending Not obviously reacting to certain behaviours
8. Redirecting to the learning Prompting on-task behaviour
9. Giving a choice Describing the student’s options and likely consequences of their behaviour
10. Following through Doing what you said you would
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Effective Learner Statements At Coomera Rivers, effective learners are:
1. Curious Curious learners explore the world in which they live. They wonder why things happen. They yearn to understand it. Awarded to xxxxxx for seeking out further information when they require it and/or followed an area of interest to discover further information. Awarded to xxxx for displaying a strong drive to explore, learn and further their knowledge through reflective and creative questioning. 2. Sharing Sharing learners work as a team member in the class or group. They contribute openly the understandings they have. They communicate and provide feedback to other learners to help them learn. Awarded to xxxxx for working as a team member; for sharing their knowledge of a topic with others; for working as a positive member of the class and sharing their learning. Awarded to xxxx for being a valuable member of the team who actively participates in group discussions by making worthwhile contributions in sharing ideas and listening and valuing others thoughts and ideas. 3. Persistent Persistent learners are focused on improving their knowledge and abilities. They work out ways to solve problems. They get the task done every time. Awarded to xxxx for setting personal goals and achieving them; for trying to improve at reading/writing/editing etc; for working hard at reading/writing/science until you had completed it; Awarded to xxx for showing determination to improve in her/his learning by working hard to master his/her personal goals and diligently practicing and learning from mistakes. 4. Courageous Courageous learners are prepared to take risks. When work is hard they show resilience and determination. Awarded to xxxx for showing resilience and determination; Awarded to xxx for his/her willingness to have-a-go and approach all new learning with confidence and enthusiasm. 5. Reflective Reflective learners think from different and balanced perspectives. They listen to the opinions and beliefs of others and construct their own understanding. They consider feedback form others to improve their learning. Awarded to xxxx for listening carefully to all of the information before developing an understanding; for reflecting on feedback given and showing improvement 6. Organised Organised learners are independent and take responsibility for their work. They have excellent routines to ensure they are ready for class each day. Their time is managed so that they complete set tasks and assignments. They prepare in advance. Awarded to xxxx for being an organised learner; for being prepared for learning; for following classroom routines; for being ready to learn each day; 7. Creative Creative learners design learning outcomes on what can be possible. They utilise technology to show their learning in creative ways. Creative learners are able to use a workflow to construct their learning task. Awarded to xxxx for thinking about many ideas and possibilities; for thinking about new possibilities; for asking ‘what it’ and then developing some answers; for the development of original designs; for developing new ideas and challenges;
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Behaviour Level System - Years 3-6 ONLY Diamond A
Indicators: Is a self-managing student who is able to demonstrate appropriate behaviours independently and consistently in all school contexts.
• Always follow the rules etc. • Self manages independently in all contexts • Influence the group in a positive way
Outcomes: • Leadership opportunities are made available • Diamond level badge • Certificate of recognition and end of term celebration
Support Strategies: • Positive reinforcement of appropriate behaviour
Sapphire B Indicators: Is a self-managing student who displays consistently appropriate behaviours in all school contexts.
• No removal from classroom • Independently manage their behavior most of the time. • Need reminder but not consequence, can correct their behavior once they’ve been reminded.
Outcomes: • Leadership positions are made available (ALL positions excluding Head of School) • Certificate of Recognition
Support Strategies: • Reminder of school and class expectations provided generally to the class or at parade
Emerald C Indicators: Is a student who demonstrates appropriate behaviours both in the classroom and the school playground most of the time but may need a reminder. • 1-3 time outs in class
Outcomes: • Leadership opportunities are made available (Student Council, Rivers Rangers) • End of term Celebration • Excursions are available to students
Support Strategies: • Mentoring/coaching from another person • Reminder of school and class expectations • Educational adjustments if required, to optimize learning • Classroom management strategies
Yellow D Indicators: Is a student who demonstrates behaviours that are considered inconsistent. Intervention is often required in the classroom and playground.
• Identified minor tracking, office referrals, buddy classes or lunch time detentions • Follows a clearly defined behaviour management plan
Outcomes: • Level recorded on Report Card • No excursions or extra-curricular activities without the permission of the Principal. • Personalised support plan implemented until Emerald level is reached • Parents MUST be informed of the behaviour plan and process • Admin ONLY can place a child on Yellow Level
Support Strategies: • Referral to PST for targeted interventions • Intervention from support personnel (GO, SSC, etc) • Intervention from Principal/Deputy Principal • Classroom Support Plan and classroom management strategies • Environmental modifications • Educational adjustments if required, to optimize learning • Regular monitoring
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Red E Indicators: Demonstrates unacceptable behaviours that require intervention from Administration, support staff and home.
• Suspensions • Follows a clearly defined behaviour management plan • Personal or small group playground supervision is required on a regular basis
Outcomes: • Level recorded on Report Card • No excursions or extra-curricular activities without the permission of the Principal. • Personalised support plan implemented until Emerald level is reached • Parents MUST be informed of the behaviour plan and process • Admin ONLY can place a child on Red Level, usually following a suspension.
Support Strategies: • Referral to PST for intensive interventions • Intervention from support personnel (GO, SSC..) • Intervention from Principal/DP • Classroom management strategies • Development of an Individual Support Plan with regular data collection • Curriculum / Environmental modifications • Referral to external agencies • Frequent monitoring
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Using the Level System to Assign Levels: • All students will begin at Emerald level at the beginning of the term. Those who have earned Sapphire or Diamond may stay at their last level but students in Yellow & Red need to re-start at Emerald
unless your Deputy Principal determines otherwise. • Teachers are to display the behaviour levels (and colours), the students’ names and the criteria.
Promotion
• Students need to understand how to use the continuum for their improvement. • Teachers need to conference with students at least once per term to discuss behavior goals. • Promotion requires:
o Completed & agreed continuum o Support from specialist teachers for Sapphire and Diamond promotions o Approval from your Deputy Principal. This will assist in instances where there is discrepancy in judgement between teachers.
• Families must be notified before Diamond promotion is awarded as they may like to attend the assembly. • A badge and certificate is presented to students at the Promotions Assembly.
Demotion
• It is far easier to not promote if you are unsure than it is to undo the promotion. Any demotion in behaviour levels must be approved by the sector Deputy Principal before being completed. • Any suspension or removal of leadership position must be approved by the Principal
Yellow & Red levels
• There is a loss of privilege for students in these levels. Deputy Principals will manage this process with teachers. The goal is to support students to quickly promote back to Emerald. • Students on these levels MUST have a support plan. No plan = Emerald level
Timeline each term:
Steps Task 1 • Class based discussions on the criteria – What does it specifically look like etc.
• Devise your classes’ Level Chart and criteria in age-appropriate language. • Discuss with the Deputy Principal any students who may receive a Red or Yellow level.
2 • Decide on designation of levels. • Prepare certificates for new Diamond and Sapphire students. • Teachers are to inform parents of their child’s level (via email) and let them know that the Diamond students will be receiving a reward on assembly. Other levels will receive
their certificates within the classroom. • Enter these students on One School as a positive behaviour record.
3 • Teachers present certificates to Diamond on assembly (weeks 5 and 9 of terms 2, 3 & 4) and Sapphire in class each term.
Example emails to parents Email message regarding Diamond promotion on assembly Dear (Parents’ names) Your child has earned a Diamond Level of behaviour. This is the highest calibre of learning and social behaviour and I would like to congratulate you on your support and parenting. Your family is invited to attend our award presentation assembly on __________ to see our Diamond students receive their badges and certificates. Kind Regards (Teacher name)
Diamond DIAMOND
Jack Hector Polly Rose Percy
Sapphire SAPPHIRE Lisa
Emerald EMERALD
Johnathon Violet Pearl Steve Joseph
Yellow YELLOW Michael Jordan Jenni
Red RED Arthur
