Responsible Behaviour Plan for Students

based on The Code of School Behaviour

2017 - 2018

1. Purpose

Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education. Pialba State School is committed to providing a safe, respectful, responsible and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.

Behaviour support at Pialba State School is very much based on successful partnerships between home and school with parents / caregivers, teachers and students working together to create an environment for better learning and teaching.

The purpose of the Responsible Behaviour Plan is to assist students to develop high standards of behaviour so that everyone can fully participate as a member of the Pialba State School Community to ensure effective learning and teaching in our school.

Our Responsible Behaviour plan is an integral part of our School Strategic Plan developed through staff and community consultation and is a key component of our Student Engagement in Learning strategy. It is specifically identified under the School Curriculum strategic priority, through strategy Engage with and implement a whole school learning engagement framework.

This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community.

Pialba State School is a PBL- Positive Behaviour for Learning School.

2. Consultation and data review

Pialba State School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was undertaken through survey distribution and community meetings held during 2016/17, largely as a result of the Priority School Review. This included a comprehensive analysis of school data, relating to attendance, absenteeism, school disciplinary absences and behaviour incidents.

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

Updated Version Term1, 2018 1

3. Learning and behaviour statement

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

Guiding Principles

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

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

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

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

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

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

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

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

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour. As part of our Positive Behaviour for Learning process, four core expectations are identified that support the range of teaching and learning contexts in our school.

Be Safe Be Responsible Be Respectful Be a Learner

These expectations are visible across or school and are referenced regularly in communications with all stakeholders. At Pialba State School –

Students are expected to: follow the school rules/expectations participate actively in all learning activities take responsibility for their own behaviour and learning behave in a manner that respects the rights of others, including the right to learn cooperate with staff and others in authority

Parents are expected to: show an active interest in their child’s schooling and progress cooperate with the school to achieve the best outcomes for their child support school staff in maintaining a safe and respectful learning environment for all

studentsUpdated Version Term1, 2018 2

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

contribute positively to behaviour support plans that concern their child

School Staff are expected to: provide safe and supportive learning environments provide inclusive and engaging curriculum and teaching initiate and maintain constructive communication and relationships with students and

parents promote the skills of responsible self-management.

Principal / Deputy Principal is expected to: play a strong leadership role in implementing and communicating The Code of School

behaviour in the school community ensure consistency and fairness in implementing the school’s Responsible Behaviour Plan

for Students communicate high expectations for individual achievement and behaviour review and monitor the effectiveness of school practices and their impact on student

learning support staff and facilitate professional development to improve the skills of staff to promote

responsible behaviour.

Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour.

ASOT FrameworkThe “Art and Science of Teaching (ASoT) is the school’s Teaching and Learning Framework that provides a structure within which PBL exists. The following ASOT design questions reflect this alignment.

Design Questions 1: What will I do to establish and communicate learning goals?

Design Question 6:What will I do to establish or maintain classroom rules and procedures?

Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

Design Questions 8What will I do to establish and maintain effective relationships with students?

Design Question 9: What will I do to communicate high expectations for all students?

4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

Universal Behaviour Support

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

Updated Version Term1, 2018 3

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

PIALBA STATE SCHOOLSCHOOL RULES & STUDENT BEHAVIOUR EXPECTATIONS

RulesAll AREAS

including the Office and Parade

Classroom Online PlaygroundUnder covered areas including

walkwaysToilets Tuckshop Library Bus Lines/ Bike

Racks

Be a

Lea

rner

Follow the school rules

Listen to and Follow instructions straight away.

Be prepared with the right equipment

Attempt set tasks.

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

Participate in school approved games and activities

Follow the break time rules and routines.

Set a good example for younger students

Be quick during class time

Ask questions if you are not sure what to order

Participate in library lessons

Participate in library borrowing

Be in the correct area after school

Leave school promptly

Be S

afe

Keep Hands, Feet and objects to yourself

Walk on concrete areas

Care for and use equipment properly

Report problems to an adult

Enter and exit the room in an orderly manner

Keep work space tidy

Keep user names and passwords private

Follow teacher instructions about keeping private information off online sites.

Wear shoes and socks at all times

Be Sunsafe; wear a broad brimmed hat

Play fairly

Keep walkways clear at all times.

Walk one step at a time on the stairs

Use the hand rails properly

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

Give others personal space.

Keep your hands and feet to yourself

Use Library equipment properly

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

Walk with the teacher to your bus.

Let younger students on the bus first

Updated Version Term1, 2018 4

RulesAll AREAS

including the Office and Parade

Classroom Online PlaygroundUnder covered areas including

walkwaysToilets Tuckshop Library Bus Lines/ Bike

Racks

Be R

espe

ctful

Use polite language Respect others’

personal space and property

Care for the Environment

Ask permission to leave the classroom

Raise your hand to speak

Respect others right to learn

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

Be courteous and polite in all online communications

Be a problem solver

Invite others to join in

Be quiet so as not to disturb others

Be aware of the privacy of others.

Be polite when ordering your food and drinks

Stand and wait quietly

Keep quiet in the library

Handle books properly

Use your own bike/ scooter only

Be R

espo

nsib

le

Wait your turn. Be in the right

place at the right time.

Be honest Report to the

teacher Be on time

Talk in turns Take an active

role in classroom activities.

Report any unacceptable behaviour to the teacher

Post only appropriate content online

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

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

Use toilets during break times.

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

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

Line up when you have chosen a book

Return books to the Library on time

Wait your turn Keep your

belongings with you

Have your bus pass ready

Updated Version Term1, 2018 5

Pialba State School Key reference documents:

Appendix Document Page Appendix Document Page

Appendix 1The Schoolwide Expectations Teaching Matrix

13-14 Appendix 11

Reflection Room and Operating GuidelinesIncluding P-2 and 3-6 Student Reflection Forms

32-36

Appendix 2 Minor Major Behaviour Consequences 15-17 Appendix

12Admin Support Request 37

Appendix 3Use of Personal Technology Devices at School

18-19 Appendix 13

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

38

Appendix 4

Essential Skills Classroom Management – Better Behaviour Better Learning EQ

20 Appendix 14 Buddy Referral Form 39

Appendix 5 Appropriate use of Social Media 21-22 Appendix

15Physical Restraint / Intervention Form 40-41

Appendix 6 Dress Code 23-24 Appendix 16 Debriefing Report 42

Appendix 7

Procedures for preventing and responding to bullying including cyber bulling

25-26 Appendix 17

Complaints Management Process 43-44

Appendix 8 MITs referral 27-28 Appendix 18

Individual Behaviour Support Plan 45-46

Appendix 9Pialba Process for Classroom behaviour and Flowchart

29 Appendix 19

Flexible Arrangement Policy 47-48

Appendix 10

Pialba Process for Playground Behaviour and Flowchart

30-31 Appendix 20

Behaviour Criteria Reporting based on PBL

49

Appendix 21

Duty Area Map Eating Area Map 50

Positive Behaviour for Learning

Positive Behaviour for Learning is a system of school-wide processes designed to prevent and decrease problem behaviour and to increase and maintain positive behaviour.

A set of behavioural expectations in specific settings has been attached (Appendix 1) to each of our four school rules. The School-wide Expectations Teaching Matrix outlines our agreed rules and specific behavioural expectations in all school settings.

These expectations are taught explicitly in class and acknowledged across all school settings on a weekly basis. Our reward system is referred to as the Golden Ticket and recognizes a student’s ability to meet expectations. Across our school Class Teachers Updated Version Term1, 2018 6

use positive behavior systems (intrinsic and extrinsic) to engage positive behavior outcomes. Positive Behaviour for Learning uses data generated by OneSchool referrals to inform systems and practices that will result in improved outcomes for student learning.

These expectations are communicated to students via a number of strategies, including: Positive Behaviour lessons PBL conducted by classroom teachers; Reinforcement of learning from behaviour lessons at School Assemblies and during active

supervision by staff during classroom and non-classroom activities.

5. Reinforcing expected school behaviour

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

Explicit teaching of behaviours and follow up discussions in class for all students Acknowledgement through the Golden Ticket reward system and Positive

Behaviour Profiles on One School. P-2 and 3-6 Assemblies through-out the term acknowledging Student of the Week

from each class. Visual and media reinforcements of expected behaviour – posters, Facebook,

Newsletters.

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

Individual Level Verbal and non-verbal Tangible rewards e.g. stickers Student of the Week Onya Tickets Trading of tickets.

Class Level Class dojo and other visual behaviour tracking systems

Stickers and rewards One school positive comments Contact with family via a range of mediums

School Level Rewards Day for Behaviour and Attendance rewards. Letters from Principal Contact with Families using a range of mediums.

6. Responding to unacceptable behaviour

Students come to school to learn. Positive Behaviour for Learning processes support a consistent and transparent approach to management of unacceptable Behaviours. (Minor Major Behaviour Consequences (Appendix 2)

The Essential Skills for Classroom Management inform best practice for managing low level unacceptable behaviours across the school. ESCMs will be introduced in 2018. (ESCM strategies Appendix 4)

Students who are not responsive to pro-active and repeated attempts to gain compliance are referred to our admin team where the admin team will liaise with the parent or guardian and develop a recording sheet for communicating behaviour to and

Updated Version Term1, 2018 7

from the home and if necessary a reduction in hours of attendance or a Individual Behaviour Plan on OneSchool.

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

7. Consequences for unacceptable behaviour

Minor Major Behaviours refer to (Appendix 2)

Pialba State School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours and school values on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. All minor and major problem behaviour is recorded anecdotally using the OneSchool data base

Low Level, Minor and Major BehavioursWhen responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

Low Level and Minor behaviours are those that: are minor breeches of the school rules; do not seriously harm others or cause you to suspect that the student may be harmed; do not violate the rights of others in any other serious way; are not part of a pattern of problem behaviours; and do not require involvement of specialist support staff or Administration.

Minor problem behaviours may result in the following consequences:

Low level and Minor problem behaviour is handled by staff members at the time it happens. Use Essential Skills (ECSM) Restorative Justice – an informal discussion where the behaviour is named and

the expected response is share with the student. This could include possible consequences should the behaviour continue.

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

Acknowledgment and Redirection- The staff member conferences with the student Staff names the behaviour that the student is displaying; asks the student to name expected school behaviour; states and explains expected school behaviour if necessary; staff gives positive verbal acknowledgement for expected school behaviour Consequences that are logically connected to the problem behaviour, such as withdrawal

from an activity or event for a specified period Communication with a parent/guardian is required when student is sent to

Buddy Class and is recorded on One School in a timely manner

Major behaviours are those that: significantly violate the rights of others; put others / self at risk of harm; and require the involvement of school Administration.

Major behaviours result in an immediate referral to Administration because of their seriousness. When major problem behaviour occurs, staff members calmly state the major problem behaviour to the student and remind them of the expected school behaviour. The staff member then completes the office referral form (Yellow Form – Appendix 12 – Administration Support Request) and phones, directs or escorts the student to Administration.Updated Version Term1, 2018 8

Major problem behaviours may result in the following consequences:

Reflection Room Process (Orange Slips Appendix 13) alternate lunchtime activities loss of privilege restitution/restorative process loss of break times warning regarding future consequence for repeated offence Reflection, Withdrawal, Suspension Monitoring processes (Individual Behaviour Plan – recorded on OneSchool) Parent Guardian contact, referral to Guidance Officer, referral to Intensive Behaviour

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

8. Relate problem behaviours to expected school behaviours

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

articulate the relevant expected school behaviour; explain how their behaviour differs from expected school behaviour; describe the likely consequences if the problem behaviour continues; and identify what they will do to change their behaviour in line with expected school

behaviour.

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

The Pialba Process: All classrooms are to have the School Rules clearly displayed in their classrooms. All classrooms to have a visible behaviour tracking system in their classroom to help students

clearly and consistently identify the steps of appropriate and inappropriate behaviour choices. The function of a visible behaviour tracking system is to empower students to make positive

choices and give students a neutral environment to reflect. At the end of every day the students on their way out of the classroom move their name back to

the start no matter where they are. Every day is a fresh start- Every day is a new beginning Chill out cards are to be used when a student just needs a little time to calm down and get

their emotions and thoughts under control. This can occur in either a quiet place in your classroom or in your allocated Buddy Classroom or negotiate area in the office. Please note no longer than 10mins and keep a record of the times it is used (patterns may form).

Teachers are to follow the behaviour steps/ flowcharts. It is important that parents / caregivers are notified each time their child receives a Reflection.

This can be achieved by a parent’s signature on the returned student reflection sheet. If this is not returned, Teachers are to follow up via email or phone call. All Reflections are to be recorded on One School.

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

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

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

9. Emergency or critical incident responses

Updated Version Term1, 2018 9

It is important that all staff have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.

An emergency situation or critical incident is defined as an occurrence that is sudden, urgent, and usually unexpected, or an occasion requiring immediate action.

Severe problem behaviour is defined as behaviour of such intensity, frequency, or duration that the physical safety of the student or others is likely to be placed in serious jeopardy.

Basic defusing strategies1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the

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

2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates.

4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).

5. Debrief: Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.

10. Physical Intervention and Restraint

Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:

physically assaulting another student or staff member posing an immediate danger to him/herself or to others.

Appropriate physical intervention may be used to ensure that Pialba State School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury.

Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the center of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint.

It is important that all staff understand: physical intervention cannot be used as a form of punishment physical intervention must not be used when a less severe response can

effectively resolve the situation the underlying function of the behaviour.

Physical intervention is not to be used as a response to: property destruction school disruption refusal to comply

Updated Version Term1, 2018 10

verbal threats leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must: be reasonable in the circumstances, be in proportion to the circumstances of the incident always be the minimum force needed to achieve the desired result, and take into account the age, stature, disability, understanding and gender of the

student.

Record keepingEach instance involving the use of physical intervention must be formally documented. The following records must be maintained:

incident report completed by observer (Appendix 15); Health and Safety Incident Report recorded in MyHR WHS (accessible through

One Portal); Incident report in OneSchool. Debriefing report (Appendix 16)

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

It is important that all staff at Pialba State School have a consistent understanding of how to respond to emergency situations or critical incidents involving severe problem behaviour. This consistency ensures that appropriate actions are taken to ensure that both students and staff are kept safe.

11. Network of student supportStudents at Pialba State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour support by: Parents Teachers Support Staff Administration Staff Guidance Officer Advisory Visiting Teachers

Positive Learning Staff Senior Guidance Officer School Chaplain School Based Police Officer School Based Youth Health Nurse Indigenous Support Officer

Updated Version Term1, 2018 11

External support is also available through the following government and community agencies: Disability Services Queensland Child and Youth Mental Health Queensland Health Department of Communities (Child Safety Services) Police Local Council Neighbourhood Centre.

12. Consideration of individual circumstances To ensure alignment with The Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times.

Pialba State School considers the individual circumstances of students when applying support and consequences by: promoting an environment which is responsive to the diverse needs of its students establishing procedures for applying fair, equitable and non-violent consequences for infringement

of the code ranging from the least intrusive sanctions to the most stringent recognising and taking into account students' age, gender, disability, cultural background,

socioeconomic situation and their emotional state recognising the rights of all students to:

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

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

13. Related legislation

Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 Education (General Provisions) Regulation 2006 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian Act 2000 Judicial Review Act 1991 Workplace Health and Safety Act 2011 Workplace Health and Safety Regulation 2011 Right to Information Act 2009 Information Privacy (IP) Act 2009

14. Related policies and procedures

Statement of expectations for a disciplined school environment policy Safe, Supportive and Disciplined School Environment Inclusive Education Enrolment in State Primary, Secondary and Special Schools Student Dress Code Student Protection Hostile People on School Premises, Wilful Disturbance and Trespass Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational

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

and Systems Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students Temporary Removal of Student Property by School Staff

15. Some related resources

Bullying. No Way! Schoolwide Positive Behaviour Support Code of Conduct for School Students Travelling on Buses

Endorsement

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

Effective Date: October 2017 – October 2018

Appendix 1 The School-wide Expectations Teaching Matrix

PIALBA STATE SCHOOLSCHOOL RULES & STUDENT BEHAVIOUR EXPECTATIONS

RulesAll AREAS

including the Office and Parade

Classroom Online PlaygroundUnder covered areas including

walkwaysToilets Tuckshop Library Bus Lines/ Bike

Racks

Be a

Lea

rner

Follow the school rules

Listen to and Follow instructions straight away.

Be prepared with the right equipment

Attempt set tasks.

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

Participate in school approved games and activities

Follow the break time rules and routines.

Set a good example for younger students

Be quick during class time

Ask questions if you are not sure what to order

Participate in library lessons

Participate in library borrowing

Be in the correct area after school

Leave school promptly

Be S

afe

Keep Hands, Feet and objects to yourself

Walk on concrete areas

Care for and use equipment properly

Report problems to an adult

Enter and exit the room in an orderly manner

Keep work space tidy

Keep user names and passwords private

Follow teacher instructions about keeping private information off online sites.

Wear shoes and socks at all times

Be Sunsafe; wear a broad brimmed hat

Play fairly

Keep walkways clear at all times.

Walk one step at a time on the stairs

Use the hand rails properly

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

Give others personal space.

Keep your hands and feet to yourself

Use Library equipment properly

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

Walk with the teacher to your bus.

Let younger students on the bus first

RulesAll AREAS

including the Office and Parade

Classroom Online PlaygroundUnder covered areas including

walkwaysToilets Tuckshop Library Bus Lines/ Bike

Racks

Be R

espe

ctful

Use polite language Respect others’

personal space and property

Care for the Environment

Ask permission to leave the classroom

Raise your hand to speak

Respect others right to learn

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

Be courteous and polite in all online communications

Be a problem solver

Invite others to join in

Be quiet so as not to disturb others

Be aware of the privacy of others.

Be polite when ordering your food and drinks

Stand and wait quietly

Keep quiet in the library

Handle books properly

Use your own bike/ scooter only

Be R

espo

nsib

le

Wait your turn. Be in the right

place at the right time.

Be honest Report to the

teacher Be on time

Talk in turns Take an active

role in classroom activities.

Report any unacceptable behaviour to the teacher

Post only appropriate content online

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

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

Use toilets during break times.

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

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

Line up when you have chosen a book

Return books to the Library on time

Wait your turn Keep your

belongings with you

Have your bus pass ready

Appendix 2 Minor & Major Behaviour Consequences

Term Definition Minor Examples Major ExamplesBullyingHarassment

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

Rude gestures Name calling Harassing- once

Bullying- ongoing harassment

Defiant/threat/s to adults

Aggressive/passive actions directed towards adults.

Intentional refusal to follow adult directions

Saying no Refusal to

complete tasks

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

Disruptive Deliberate behaviour which interferes with the teaching and learning.

Low level of: Calling out Tapping Whistling

Moving around the room Throwing furniture Yelling Persistent loud noises

Dress code Not following the dress code/policy.

Any breaches of dress code

Sun safety Parent is

notified

Repeated breaches of the school dress code

IT misconduct Breaching Internet/IT user agreement.

Turning off computers or pulling out computer cables

Off task internet use

Using other people’s log in to access inappropriate sites

Misuse of email Persistent minor

behaviour, attempts to cause permanent/serious damage to equipment

Accessing pornographic or inappropriate material

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

No valid reason for being late

Persistent lateness

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

Saying something that is untrue

Persistent lying Making false accusations

about incidents

Term Definition Minor Examples Major ExamplesMisconduct involving object

Using an object inappropriately other than intended purpose

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

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

Stealing valuable items Deliberate inappropriate use of

equipment that causes harm to another student or damages equipment.

Non-compliant with routine

Not following school routines, teacher expectations/rules

Walking around during eating time

Repeated running on the cement

Not lining up in a timely manner

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

Other conduct prejudicial to the good order and management of school

Inappropriate conduct which defames reputation of the school/staff.

Gossip and inappropriate comments about the school

Behaviour that causes damage to the school’s reputation

High level disruption on the school grounds

Physical misconduct

Any physical action resulting in injury.

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

Play fighting

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

Inciting further physical misconduct

Possess prohibited items

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

Bringing to school any item that is prohibited by the school

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

weapons - pornographic material - stolen property

Property misconduct

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

Not handing in school phone to admin as per school policy

Easily removed graffiti

Destroying school property including structures

Using mobile phones to harras, view or send inappropriate content

Major vandalism involving a cost to remove

Term Definition Minor Examples Major ExamplesRefusal to participate in program of instruction

Not following teachers’ instructions regarding completion of class work.

Failure to complete set work or submit assessment items.

Passive resistance to attempt task.

Persistent refusal to engage in educational program

Substance misconduct involving illicit substance

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

Substance misconduct involving tobacco and other legal substances

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

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

- Verbally and gesturing threats

- Physically threating others

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

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

Being out of school grounds without permission

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

Verbal misconduct Negative statements towards others

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

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

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

Appendix 3 – The use of personal technology devices at school

This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.

Personal Technology Devices include, but are not limited to, games devices (such as Portable gaming devices, Ipad, laptop computers, PDAs, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.

Certain personal technology devices banned from schoolIf students bring valuable personal technology devices like cameras, digital video cameras or MP3 players, mobile phone or alike to school, they do so at their own risk. Such devices MUST be turned off and signed in at the office each morning prior to the first bell. If they are not they will be confiscated by school staff and may be collected at the end of the day from the school office. Breaches of this prohibition may result in discipline.

ConfiscationPermitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly.

Students who have a personal technology device confiscated more than once will not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal.

Recording voice and imagesEvery member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent.

We uphold the value of trust and the right to privacy at Pialba State School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc) to be disseminated among the student body or outside the school, by any means (including distribution by phone or internet posting) will receive strong consequences as it builds a culture of distrust and disharmony.

Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher.

A student at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy.

Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying or harassment, including racial and sexual harassment, or where without such intent

a reasonable person would conclude that such outcomes may have or will occur. Education Queensland does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

Students involved in: recording; and/or disseminating material (through text messaging, display, internet uploading etc); and/or, knowingly being a subject of a recording

Breach of this policy may be subject to discipline (including suspension and recommendation for exclusion).

Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS.

Text communicationThe sending of text messages that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school, should ensure they keep the message as evidence and bring the matter to the attention of the school office.

Recording Private Conversations and the Invasion of Privacy Act 1971It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others.

Students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.

Special Circumstances ArrangementStudents who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Deputy Principal or Principal.

* Personal Technology Devices includes, but is not limited to, games devices (such as Portable gaming devices, Tamagotchis®, laptop computers, PDAs, Blackberrys®, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile telephones, IPods® and devices of a similar nature.

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

Appendix 5 – Appropriate use of Social Media

Pialba State School embraces the amazing opportunities that technology and the internet provide to students for learning, being creative and socialising online. Use of online communication and social media sites and applications (apps) can provide positive social development experiences through an opportunity to develop friendships and shape identities.

When used safely, social media sites and apps such as Facebook, Twitter and Instagram can provide positive opportunities for social learning and development. However, inappropriate, or misguided, use can lead to negative outcomes for the user and others.

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

No student of Pialba State School will face disciplinary action for simply having an account on Facebook or other social media site.

As is set out in the school policy for preventing and responding to incidents of bullying (including cyberbullying), it is unacceptable for students to bully, harass or victimise another person whether within Pialba State School’s grounds or while online. Inappropriate online behaviours can have a negative impact on student learning and the good order and management of Pialba State School, whether those behaviours occur during or outside school hours. This policy reflects the importance of students at Pialba State School engaging in appropriate online behaviour.

Role of social mediaThe majority of young people use social media sites and apps on a daily basis for school work, entertainment and to keep in contact with friends. Unfortunately, some young people misuse social media technologies and engage in cyberbullying.

Social media by its nature will result in the disclosure and sharing of personal information. By signing up for a social media account, users are providing their personal information.

Students need to remember that the internet is a free space and many social media sites and apps, like Twitter, have limited restrictions placed upon allowable content and regulated procedures for the removal of concerning posts.

Social media sites and apps are designed to share online content widely and rapidly. Once students place information and/or pictures online, they have little to no control over how that content is used.

The internet reaches a global audience. Even if students think that comments or photos have been deleted, there can be archived records of the material that will continue to be searchable into the future.

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

Appropriate use of social mediaStudents of Pialba State School are expected to engage in the appropriate use of social media. Specific examples of appropriate use of social media sites and apps include:

Ensuring that personal information, such as full name, address, phone number, school name and location or anyone else’s personal information, is not shared.

Thinking about what they want to say or post, and how it could be interpreted by others, before putting it online. Remember, once content is posted online you lose control over it. Students should not post content online that they would be uncomfortable saying or showing to their parents’ face or shouting in a crowded room.

Remembering that it can be difficult to work out whether messages typed on social media sites and apps are meant to be funny or sarcastic. Tone of voice and context is often lost which can lead to unintended consequences. If students think a message may be misinterpreted, they should be cautious and make the decision not to post it.

Never provoking, or engaging with, another user who is displaying inappropriate or abusive behaviour. There is no need to respond to a cyberbully. Students should report cyberbullying concerns to a teacher and allow the teacher to record and deal with the online concern.

If inappropriate online behaviour impacts on the good order and management of Pialba State School, the school may impose disciplinary consequences for that behaviour regardless of whether the behaviour occurs during or outside of school hours.

Disciplinary consequences could include suspension and/or exclusion. In serious cases of inappropriate online behaviour, the school may also make a report to the police for further investigation.

Pialba State School will not become involved in concerns of cyberbullying or inappropriate online behaviour where the incident in question does not impact upon the good order and management of the school. For example, where cyberbullying occurs between a student of this school and a student of another school outside school hours. Such an incident will be a matter for parents and/or police to resolve.

Laws and consequences of inappropriate online behaviour and cyberbullyingInappropriate online behaviour may in certain circumstances constitute a criminal offence. Both the Criminal Code Act 1995 (Cth) and the Criminal Code Act 1899 (Qld) contain relevant provisions applicable to cyberbullying.

The Commonwealth Criminal Code outlines a number of criminal offences concerning telecommunications services. The most relevant offence for cyberbullying is “using a carriage service to menace, harass or cause offence to another person”.

The Queensland Criminal Code contains several applicable sections for cyberbullying. Potential relevant criminal offences are:

Unlawful stalking.

Computer hacking and misuse.

Possession of child exploitation material.

Involving a child in making child exploitation material.

Making child exploitation material.

Distribution of child exploitation material.

Criminal Defamation.

There are significant penalties for these offences.

Pialba State School strives to create positive environments for all students at all times of the day, including while online. To help in achieving this goal, Pialba State School expects its students to engage in positive online behaviours.

Appendix 6 – Dress Code

Pialba State School’s dress code sets the standards of uniform and appearance of any Pialba State School student when: Attending or representing their school; Travelling to and from school; and Engaging in school activities out of school hours

Our school dress code contributes to a safe and supportive teaching and learning environment through: Ready identification of students and non-students at our school; Eliminating distraction of competition of dress and fashions at school; Fostering a sense of belonging; and Developing a mutual respect among students by minimising evidence of economic or social

differences.

School Uniform PolicyIt has been agreed by the school community through the P&C Association that;ALL STUDENTS MUST WEAR THE SCHOOL UNIFORM.

Wearing the school uniform gives a feeling of belonging to our school, promotes school pride, establishes a standard of dress that addresses sun safety issues and is affordable. School uniforms also help identify unwelcome visitors to our school. The school has strict uniform requirements which need to be honoured.If students are out of uniform or do not comply with this policy, parents will be called to address the situation or a student will be given a loan uniform for the day.

Uniform

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

Navy and red approved school uniform polo shirt. Junior students (prep to 3) are able to wear the approved Pialba State School Junior Dress. Sensible ankle socks and closed-in shoes are compulsory Pialba SS full-brimmed bucket hat

Footwear Covered in joggers or leather shoes are acceptable. No slip-ons, thongs or sandals are permitted.

Hats

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

Winter Uniform

A PLAIN black or navy blue crew necked jumper, with matching track pants, may be worn. The Pialba SS zip up jacket may be worn NO jumpers with coloured logos on them and NO jeans are to be worn.

Sport

Polo neck or T Shirts with sleeves in your house colour may be worn for school sporting carnivals and house activities but cannot be worn at other times. Mackerel - Blue Turtle - Green Dolphin - Red Pelican – Yellow

Appearance All students must wear the school uniform. Uniforms must be in reasonable condition and be clean. Uniform is not to be defaced or written on, except for discrete naming. Non-uniform items are not to be visible Representative sporting shirts are not to be worn to school, except on days that students are

representing the school at external competitions. No make-up, including nail polish, is to be worn at school. Sun screen is recommended. Hair styles/cuts should be modest. Long hair should be tied back. Dyed hair is not permitted. Girls’ swimwear is to be a one-piece costume. Both Boys and Girls must wear sun/swim shirts for ALL swimming activities. Basic allowable jewellery ONLY including:

o watch;o small ear studs or sleepers in ears only;o medical alert bracelets/necklaces or bracelets/necklaces of religious significance if supported

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

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

Free Dress DaysOn free dress days, students may wear non-uniform clothing provided:It is modest and sun safe; it does not have inappropriate logos or wording;

Inappropriate dress or presentation by the student is deemed to be: Offensive; Likely to disrupt, or negatively influence normal school operations; Unsafe for the student or others; and Likely to result in a risk to the health and/or safety of students or others.

Incorrect adherence to Pialba State School’s dress code will bring the initial actions of: Contacting parents or carers and requesting that the situation be remedied within 24 hours; and Temporary replacement of the item with school stock where possible until the parents remedy the

situation within 24 hours or the temporary removal of the offending items to be returned at school departure time.

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

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

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

The P&C of Pialba State School resolves that it supports a dress code for Pialba State School because it believes that the dress code at Pialba State School promotes the objectives of Educations General Provisions Bill 2006. In particular, the P&C of Pialba State School supports the intention of a dress code in providing a safe and supportive teaching and learning environment by: Ready identification of students and non-students at our school; Eliminating distraction of competition of dress and fashions at school;

Fostering a sense of belonging; and Developing a mutual respect among students by minimising evidence of economic or social

differences.

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

At Pialba State School bullying is categorically unacceptable and will not be tolerated.

Our school community believe that bullying is: The repeated oppression, psychological or physical abuse of one person/s by

another person/s or group of persons.

We believe that: Children who bully acquire their perceived power through various means; physical

size and/or strength, status within peer/family groups and recruitment within the group so as not to exclude others. Although the effect of bullying are not always recognised by the perpetrator the intent to harm is a deliberate act.

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

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

harassment or bullying.Purpose

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

student support procedures raising achievement and attendance promoting equality and diversity and ensuring the safety and well-being of all members of the school community.

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

3. Bullying behaviours that will not be tolerated at Pialba State School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to: race, religion or culture disability appearance or health conditions sexual orientation sexist or sexual language young carers or children in care.

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

Rationale6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to

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

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

Prevention8. Attempting to address specific problem behaviours will not be successful if the general level of

disruptive behaviour in all areas of our school is not kept to a low level. Therefore, our schoolwide universal behaviour support practices will be maintained at all times. This will ensure that:

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

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

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

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

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

9. The student curriculum modules of the anti-bullying process consist of lessons taught by all teachers in all classrooms to a schoolwide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school.

10. An initial introductory lesson is delivered, which teaches the 3-step process to be used by all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander.

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

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

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

13. Pialba State School uses behavioural data for decision-making. This data is entered into our database on a daily basis and can be recalled as summary reports at any time. This facility

allows the school to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process.

Appendix 8 – MITs Referrals

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

Name

Date of Birth

Year level

Class teacher

Current plans (attached)- Differentiation placemat

Attendance rate

Background InformationSkills and Interests

Triggers/Stressors/ Calmers

Engagement (attention, motivation, concentration)

Academic skills / Challenges

Language & communication skills / challenges

Tier 1 Universal (Classroom Differentiation / Management)

Tier 2 Targeted (School level programs, targeted intervention, ICP, ILP, STLaN, Enrichment, Extension, IBMP, Hearing and Vision Tests)

Tier 3 Intensive (EAP, Complex Case Management, external referral, GO, SLP, OT, PT assessment)

Social skills / Challenges

Self Care skills / Challenges

Effective Teaching / Learning Strategies

Effective Classroom / Behaviour Management Strategies

Previous Assessment/Support

Current FocusTarget area for support / intervention (learning, academic, engagement, behaviour, social / emotional etc)

What outcome are you hoping for? (strategies, activities, planning assistance, other)

Plan / meeting outcome

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

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

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

Ensuring consistent responses to problem behaviour

At Pialba State school staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to problem behaviour across the school.

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

Appendix 11 – Reflection Room Operating Guidelines and Student Reflection Forms

Referral Process and Procedures:

Pialba State School Reflection Process2017

Complete a Reflection Referral Form about a

behaviour incident.

Hand it in to the Office (Tray at Counter)

Rob will collate the forms and will complete any

investigations.

Reflection Referral form will be ticked Approved

or Not Endorsed.

(If not endorsed the reason will be provided on the form).

Reflection Referral forms will be put back

into your pigeon hole to notify the outcome of

the investigation.

Rob will let you know (via One Portal) if your students are in Reflection that day

(see process below)

Teachers Remind students before second

break to come to Reflection Room (J

Block)(Send junior students

with buddy or teacher)

Students go directly to the Reflection Room and are to bring their lunch. They are to eat before completing

their Reflection form.

You are responsible for recording Approved Reflection Referral form incidents on to OneSchool within 12 hours of receiving it

back.

Students who are in Reflection for that day

will be recorded on One Portal, and (G Drive

location)

Completed/signed Reflection forms are to

be returned to the Office.

Signed Reflection forms will be provided back to classroom teachers to put

on student files.

Students are to remain in Reflection Room for as

long as it takes to complete the Reflection

form or at least the duration of one Lunch

break.

Non Endorsed Forms will be provided back to

Staff in pigeon holes staff can see the outcome of

the investigation.

Teachers Responsibility: Check PSS One Portal each morning or the Word document on G Drive Inform Admin if student is absent Remind the student goes to the Reflection Room with their lunch at second break. Follow up those students who fail to return the form signed. Keep track of the number of times each of your students attend the Reflection Room so

you know when to organise the parent meeting.

Reflection Room Responsibility: Admin create a daily roll from the referrals received and post on One Portal and on g

Drive Word document to notify which students need to attend the Reflection Room for that Lunch period

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

Ensure students take their referral sheet with them to take home to their parents. Students who failed to show or were absent are added to the roll for the following

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

Reflection Lists

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

PIALBA STATE SCHOOL

REFLECTION ROOM ATTENDANCE RECORD 2018

TERM: WEEK:

Day/Date Name Class Attend OS* Form Returned

☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐☐ ☐ ☐

Additional Notes

Reflection Form P-3

Reflection Form 4-6

Appendix 12 – Admin Support Request Form - Classroom

PIALBA STATE SCHOOL ADMIN REFERRAL FORMStudent Name:

Class: Date:

Time sent: Time arrived: Time released:

Referral from:o Class teacher o Teacher-aideo Specialist teachero Replacement teacher

Reason for Referral____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Independent Work Sent_____________________________________________________________________________________________________________________________________________________________________________________

Teacher Signature: ______________________________________________________________________

Action taken from admin: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Admin Signature________________________________________________________________________

Recorded on OneSchool Parents contacted

Appendix 13 – Reflection Referral Form (Orange Paper Form)

Pialba State School 2017 Reflection Referral Form

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

Details of Incident:

Others Involved: _______________________________________________________________________________________________________________

Witnesses: _______________________________________________________________________________________________________________

Location: Playground /Classroom

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

Behaviours Displayed -For OneSchool reporting purposes please tick one only

Bullying / harassment Defiant / threat to adult Disruptive IT misconduct Lying / cheating Misconduct involving object Persistent non-compliance

with routine Physical misconduct Staff Member’s name (print)_________________________________________________

Staff Member’s Signature:___________________________________________________

Investigated by Admin Reflection supported by Admin

Reflection not supported by Admin. Alternate Consequence: _______________________________________________________________________________________________ Admin Signature

Notes from Investigation

Possess prohibited items Property misconduct Refusal to participate Truant Threaten others Verbal misconduct Other:

_________________________

Appendix 14 – Buddy Referral Form

Student Name: ____________________ Class: ____ Subject: _________

Date: __/__ /___ Time of Warning 4: ________ Time Returned: _______Teacher Warnings

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

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

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

Our School Rules

Student Signature: __________________

Appendix 15 – Physical restraint / Intervention Report

Initial ReportCompiled by

Date and TimeReport Completed

Signed

*** I need to apologise to: __________________________________________________________________________________

Teacher To Complete

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

1. 2. 3. 4.

1. 2. 3. 4.

Details of StudentName Class TeacherDetails of Staff involved in IncidentName Role

Name Role

Name Role

Name Role

Reason for restraintTo cease the physical assault of another student or staff member ☐To avert an immediate danger to him/herself or to others ☐To avoid serious property damage ☐OtherDetails of IncidentDate Time Initial LocationInitial Staff involvedRestraint LocationDuration of RestraintStudent Removed toDe-Escalation Strategies used prior to RestraintDistraction Change of face,

place, activityOffer choices Cool down

time, placeOffer to talk Reassurance

☐ ☐ ☐ ☐ ☐ ☐Physical condition of Student before RestraintPhysical condition of Student after RestraintDetails of any InjuryInjury to Student Yes ☐ No ☐ Incident Report Completed Yes ☐ No ☐Details of Injury

Injury to Staff Name:

Yes ☐ No ☐ Incident Report completed Yes ☐ No ☐

Details of Injury

Details of Damage

Details of Trauma

Notifying Procedures – (Highlight)Incident Reported to Parents Students ARD OtherParent / Carer contactedName Time and DateStudent/s: Post Incident Discussion / DebriefLocation Time and DatePresentDetails

Other Forms Completed – (Highlight)OneSchool Student Protection Report Incident Alert Other

Follow-up Report – to be completed by Form Recipient

Follow-up CallMade by: Made to:Post InvestigationNecessary ☐ Not ☐ Completed

by:Recorded in:

Damage RepairNecessary ☐ Not ☐ Organised

by:Entered on MYHR / WHSNecessary ☐ Not ☐ Completed

by:Entered on OneSchoolNecessary ☐ Not ☐ Completed

by:As Contact Completed

by:One Student Profile of

As single student incident:

Completed by:

One Student Profile of

As multiple student incident:

Completed by:

One Student Profile of

Other Forms completedDebrief Report ☐

Physical restraint / Intervention record ☐

Individual Plan including Physical Restraint ☐

Signed:

Appendix 16 – Debriefing Report

Debriefing Report

Formal debriefing Formal debriefing should be led by a staff member trained in the process who has not been involved in the event. The goals of debriefing are to: reverse or minimise the negative effects of physical intervention; prevent the future use of physical intervention; and/or address organisational problems and make appropriate changes.

For students who have language or communication difficulties the debriefing process will need to be modified to accommodate their specific receptive and expressive needs.

Debriefing should provide information on: who was involved; what happened; where it happened; why it happened; and what we learned.

The specific questions we want to answer through the debriefing process are: FACTS: what do we know happened? FEELINGS: how do you feel about the event that happened? PLANNING: what can/should we do next?

Questions for staff What were the first signs? What de-escalation techniques were used? What worked and what did not? What would you do differently next time? How can physical intervention be avoided in this situation in the future? What emotional impact does using physical intervention have on you? What was your emotional state at the time of the escalation?

Questions for student What was it that you needed? What upset you most? What did we do that was helpful? What did we do that got it that way? What can we do better next time? Would you do something differently next time? What could we have done to make the physical intervention less invasive?

Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes).

Appendix 17 – Parent Complaint Policy

Do you have a concern?

At Pialba State School we value a strong partnership between school and parents. Webelieve that open and honest communication is necessary for continued schoolimprovement and successful partnerships.

People often communicate their satisfaction with the school as recognition or praise, aboutan aspect of teaching and learning at Pialba State School. Acknowledging positiveaspects of our school operations is important in valuing good practice. At other timescommunication may be about a concern that needs to be raised or a complaint made aboutan issue or incident.

At times, you may feel that things are not going too well, be upset over a recent majorincident or be increasingly concerned about an issue that does not seem to be getting anybetter. You are not making trouble by expressing your concerns. At Pialba State School weendeavour to look at any issue in a problem-solving way and invite you to work with us insolving any issue that concerns you.

Pialba State School is committed to ensuring that all complaints are dealt with in a fairand equitable manner. There are processes and support structures in place to enableparents/carers, staff and students to work through any issues they may have with the School.

Concerns….Parents verbally express concern about an issue or incident and a mutual verbal resolutionis often reached. No further action is required. If needed, the teacher or principal makes ananecdotal note recording the outcome of the discussion. If a mutual resolution is notforthcoming parents may wish to then make a formal complaint.

Complaints….If parents verbally express their concern about a serious incident that requires furtherinvestigation and action or a previous issue has not been resolved to the complainant’ssatisfaction.

The complainant will be invited to make a written complaint or to sign a written account of theformal complaint. If possible a resolution to the complaint will be sought at this stage, if allparties are satisfied with the action and resolution; no further steps will be required.

If not resolved, then further investigation will be undertaken by the principal and a writtenresponse will be sent to the complainant explaining the decision and reasons for making thedecision OR the complainant will be notified that the complaint has been referred to anexternal agency.

Complaint Management Process….When making a complaint, it is in the best interest of complaint resolution to ensure that you:provide complete and factual information in a timely manner;deliver your complaint in a non-threatening and non-abusive manner; anddo not make frivolous or vexatious complaints or include deliberately false or misleading information.

If you have a Serious Issue….If your complaint relates to suspected official misconduct or criminal activity then you shouldmake your complaint directly to the Crime and Misconduct Commission or the QueenslandPolice Service.

If the complaint is in relation to official misconduct, student protection, staff grievances or aperceived breach of privacy, the complaint is directed to the Workforce Standards andPerformance Unit and the Legal Services Branch

Please note….You should be aware that if you are making a complaint about a staff member, in most

instances the staff member will be told of the complaint and offered the right of reply. Youalso have the right to have a support person participate throughout the process

After working with the Principal you can talk with Regional Office….If you have discussed the issue with the Principal and still feel that your complaint has notbeen addressed, you that the right to contact the Executive Director (Schools) who is thesupervisor of the Principal and oversees activities of schools in that particular educationdistrict of Queensland.

Complaints can be lodged by telephone or writing. Complaints should be specific in natureand outline steps taken to try to resolve the issue at the school. Remember to date yourletter, give your full name and address and sign it. The district office will make a record of thecomplaint.

Anonymous complaints will only be acted upon if enough information is provided to allow forfollow up with the Principal.

North Coast Regional Office: Ph 41 xxx xxx xx

Still not resolved?If, as a parent/carer you feel that your issue has not been resolved through the district officeprocess, you have a right to make a complaint to the central office of Education Queensland.

Parents/carers may choose to progress their complaint in writing to the Deputy-DirectorGeneral Education Queensland. The Office of Education Queensland will seek to assist theresolution of your complaint through referral to:the Assistant Regional Director for further action orto another department unit for appropriate action.

The Office of Education Queensland can be contacted at:Education Queensland, PO Box 15033, CITY EAST, Qld 4002Tel (07) 3237 0618 or fax (07) 3221 4953

What can the P&C do?It is understandable that parents/carers may sometimes feel overwhelmed when approachinga school or the department with a complaint. the QCPCA does not advocate on behalf ofindividuals parents or carers, individuals can request their own P&C to provide support inthese circumstances. The P&C can, in turn seek assistance from QCPCA to provideguidance in resolving the complaint.

Complaints about services that are run or managed by the P&C such as the canteen should be directed to the P&C in the first instance.

Final opportunities….You can also contact the Office of the Ombudsman for independent review of thedepartment's decision.

GPO Box 3314, Brisbane, Qld 4001Tel: (07) 3005 7000 or Toll Free 1800 068 908

Appendix 18 – Individual Behaviour Support Plan

Individual Behaviour Support Plan

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

Behaviours of Concern: Strengths:1. 1.2. 2.3. 3.

Identified Behaviour Goal/s: Learning styles:1. 1.2. 2.

Preventative and Teaching StrategiesStrategies Responsible WhenCurriculum support

Class support

Break time support

Transitions support

Explicit teaching of skills

Reinforcements for desired behaviour

Student Support Network

Individual Monitoring

Case Monitoring / Evaluation

31

Reactive StrategiesStrategies Responsible WhenIn-class

Break time

Carer Communication

Interagency SupportInvolvement Responsible

Other InformationResponsible

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

Signature Date:

Principal Classroom Teacher Parent

Student (if appropriate) Case Manager Behaviour Support staff

Appendix 19 – Flexible Arrangement Policy / Plan

Flexible arrangement for (Student Name)Example only

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

Attend school on a regular basis between 9.00am and 11.00am Comply with the expectations of Pialba State School to:

o Let others teach and learno Treat others fairly o Act safetyo Respect myself, others and property

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

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

Monday School HomeTuesday School HomeWednesday School HomeThursday School HomeFriday School Home

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

Establish a pattern of attendance on a daily basis >>>> is to comply with classroom rules and engage in classroom instruction and tasks

which have been differentiated to be commensurate with his ability level Following success in this modified program, steps will be taken to gradually lengthen

>>>>>>> daily attendance at school

Agreement for _______

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

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

Parent’s signature: _________________________________

Student’s name: _________________________________

Date: _________________________________

To be completed by the principalPrincipal’s name Judith Robinson

Address of School Pialba State SchoolAlice Street

Telephone number 41977777

I approve the flexible arrangement as outlined. I do not approve the flexible arrangement as outlined.

Reasons for decision: This program has been enacted following serious and on going problems encountered with full day

attendance

Principal DateConsiderationsIs the flexible arrangement the equivalent of full-time participation?

Yes No

Plans for monitoring student’s participation in the flexible arrangement

Attendance at school Degree of engagement with classroom tasks and

instruction Class teacher to monitor completion of home tasks Principal/deputy principal to meet with class teacher and

parents on regular basis to gauge success of arrangement

Plans for evaluating the educational outcomes of the flexible arrangement

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

Attachment/s:List documentary evidence attached that supports decision

>>>>>> records on OneSchool

Additional comments

Appendix 20 – Behaviour Criteria for Reporting Guidelines

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

A B C D EConsistentlyupholds schoolvalues andfollows theschool rules andis a positive rolemodel to others

Consistentlyupholds schoolvalues andfollows theschool rules

Upholds schoolvalues andfollows theschool rulesrequiring onlyoccasional andminorreminders

Follows schoolrules withsupport

Follows schoolrules withintensiveintervention andsupport

Consistentlyself-regulatesown behaviourand displaysexemplary rolemodelling

Self-regulatesown behaviourand displayssome examplesof role modelling

Manages ownbehaviour at asatisfactorylevel requiringonly occasionaland minorreminders by an adult

Generallyrequires supportto manage ownbehaviour

Manages ownbehaviour withconstantsupport

Consistentlyfollowsdirections fromall staff

Promptly followsdirections fromall staff

Promptlyfollowsdirections fromall staffrequiring onlyoccasionalreminders

Followsdirections fromall staff butrequiresreminders andinterventions

Followsdirections fromall staff withintensiveintervention andsupport

Consistentlymodelsappropriatebehaviour inclass andencouragesothers to learn

Showsconsideration forothers andencouragesothers to learn

Allows others to learn requiringonly occasionalreminders

Allows others tolearn butrequiresintervention andsupport at times

Participates inlearning withothers whensupportedintensively by anadult

Sets anexemplarystandard toothers in makingsafe andpositive choicesin the classroomand playground

Always makessafe and positivechoices in theclassroom andplayground andtakesresponsibility fortheir actions

Makes safe andpositive choicesin theclassroom andplayground

Generally makessafe and positivechoices in theclassroom andplayground

Makes safe andpositive choicesin the classroomand playgroundwith support

Eating Area and Duty Area Maps