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BEHAVIOUR
SUPPORT PLAN
AND
PROCEDURES
Strive for Success, Celebrate Our Spirit!
BEHAVIOUR SUPPORT
PLAN
DOMAIN A TCSO POLICY
DOMAIN B VALUES &
EXPECTATIONS AT ST STEPHENS
DOMAIN C CLASSROOM
INTERVENTION: ZONES OF
REGULATION
DOMAIN D CLASSROOM
INTERVENTION: LEARNING
LADDER
DOMAIN E CONSEQUENCES INTERVENTION:
REFLECTIVE PROCESS
DOMAIN F FLOW CHARTS FOR REPEATED BEHAVIOURS
DOMAIN G BEHAVIOUR
MANAGEMENT STRATEGIES FOR
TEACHERS
Table of Contents
Domain Page Number
Domain A: TCSO Policy 5
Domain B: Values & Expectations at St Stephens 6
Domain B: St Stephen’s School Behaviour Matrix 7
Domain C: Zones of Regulation 11
Domain D: Learning Ladder 12
Domain E: Consequences of Intervention Reflective Practice 14
Domain F: Flowchart for Repeated Behaviours 15
Domain F : Bullying and Cyberbullying 16
Domain G: Behaviour Management Strategies 19
Templates
Sample Letters 23
Behaviour Incident Report: Level 3 or Unsafe Behaviour 26
Appendices
Domain A – Student Behaviour Support Policy 32
Domain A – Formal Student Behaviour Sanctions Procedure 34
Domain B – Roles, Rights and Responsibilities of Staff 41
Domain B – School Expectations
43
Domain B Entry Routine Protocol 48
Domain B Safety Line Protocol 49
Domain B Seat Signals 50
Domain B Do the 5 55
Domain E – Responsible Thinking Reflection Page 62
Domain E – Student Reflection 63
Domain E – Responsible Thinking Slip 64
Domain G – Essential Skills of Classroom Management 65
Domain G – Confidential Meeting Note 67
Domain G – Individual Behaviour Plan 68
DOMAIN A: TCSO POLICY
“Toowoomba Catholic Schools are committed to positive, proactive practices which support
and encourage responsible, safe and respectful student behaviour”. TCSO policy on student
behaviour is articulated in:
Student behaviour support policy and
Formal student behaviour sanctions procedure
Student behaviour support Plan
The student behaviour support plan is developed and implemented in accordance with the
TCSO student behaviour support policy. The St Stephen’s Support Plan is a proactive whole-
school approach to student behaviour support which:
Makes explicit specific, local structures, procedures, expectations and
responsibilities to support student behaviour
Clearly established the roles and expectations of parents and caregivers and ensures
effective communication with families
Outlines an ongoing program of staff professional learning including induction,
training and ongoing capacity building
The support plan will be available to all members of the school community and one
can be viewed on the school’s website
Formal student behaviour sanctions procedure
The three defined sanctions are as follows:
Detention is any period when a student is required to remain at school or in a particular
location or in an activity in non-class time, such as recess, lunchtime, after school or non-
school days.
Suspension is the temporary, full-time or part-time withdrawal of a student’s right to attend
school or school functions for a defined period of time.
Exclusion is the full-time withdrawal of a student’s right to attend school or school
functions, on the authority of the Executive Director: Catholic Schools. Exclusion from one
school does not prohibit enrolment at another Catholic school, unless specifically prohibited
by the Executive Director.
For full document, see Appendix A
detention proceduresuspension procedure
exclusion procedure
DOMAIN B
VALUES AND EXPECTATIONS AT ST STEPHENS
DRAFT
Values We Live the Values By: Mary Mackillop Values
Never see a need without doing something about it
For Students Being safe Keep hands, feet and objects to ourselves
Do your bit Term 1 Make room in your heart for all Term 2 Attitude of Gratitude Term 3 Listen to God’s call Term 4
Dignity of the human person
Show respect for ourselves and for others
Stewardship Care of the environment
Community Co-operation
Active Learning Listen attentively and working hard to develop our potential
For Teachers Safety Follow policies and procedures
Dignity Teacher Code of Conduct
Stewardship Model care of the environment
Community Work with parish and parent body
Learning Partnership with students and parents
For Parents Safety Follow school policies and procedures
Dignity Parent code of conduct
Stewardship Model care of the environment
Community Partnership with teachers
Learning Encourage active learning
Term 2
We are currently undergoing a consultation process with teachers and parents regarding the
values and expectations at St Stephen’s.
Following this process our behaviour and support plan and procedures will be published and
uploaded on the school website.
St Stephen’s School Behaviour Matrix
Classroom Playground Transitions Church / Assembly
Before and After School
Toilets Outside of School – Camps, Sports, Excursions
Yourself Listen to and follow instructions Do your best always Care for your property Use hand signals (fist on heart to talk) Respect yourself
Be safe and use equipment correctly Be responsible for own actions Wear a hat at play Listen to teacher on duty Participate as a good sport Take turns
Move quietly and sensibly around the school Stay on pathways Safety lines Follow instructions
Listen attentively to all speakers Show reverence at prayer time Participate in rituals Sit quietly
Right place, right time, with the right person Walk your bike or scooter to and from school exits Remain with parents unless required to gather with your class
Ask permission to leave the classroom Go directly to and from the toilet In, do, out Practise good hygiene – wash hands
Right place, right time, with the right person Listen attentively to all speakers Follow instructions Be responsible for own belongings including rubbish Take pride in yourself
St Stephen’s School Behaviour Matrix – page 2
Classroom Playground Transitions Church / Assembly
Before and After School
Toilets Outside of School – Camps, Sports, Excursions
Others Listen attentively to the teacher and classmates Show courtesy in word and movement to teacher and classmates Praise, share, cooperate and encourage others Respect others
Be inclusive, fair and invite others to your game/play Keep hands, feet and objects to self Show courtesy to teacher on duty Play games/ sport by following the rules
Follow directions Move safely to care for others Safety lines Be courteous to other classes, visitors and volunteers on walkways Keep hands, feet and objects to self
Participate reverently and appropriately Sit quietly respecting other’s right to listen and speak Use manners when interacting
Act safely to care for siblings and others Be in the right place at the right time Follow instructions while waiting
Keep toilets clean and tidy Wash hands In, do, out
Look out for your personal and others’ safety in your group Be courteous and polite to the public Keep hands, feet and objects to self
St Stephen’s School Behaviour Matrix – page 3
Classroom Playground Transitions Church / Assembly
Before and After School
Toilets Outside of School – Camps, Sports, Excursions
School and Environment
Keep classroom and your work area clean and tidy Look after school belongings and equipment – desks, chairs Be sustainable – Recycle and reuse Use class bin Pack-up and return equipment and resources
Keep out of gardens Put all rubbish in bins Care for St Stephen’s equipment and resources – desks, buildings, sport equipment Show care and respect for flora and fauna Conserve water and electricity
Pick up papers and rubbish and place in a bin Walk on pathways Leave nature where nature belongs
Care for furniture Use furniture correctly Sit or stand still Pack up and take belongings and resources
Walk your bike or scooter directly to and from school exits Leave stones and sticks in the garden Leave port racks clean and tidy Take rubbish home or place in the bin
Flush the toilet Turn off taps Open and close doors carefully
Respect and care for vehicles, equipment, items used in activities Present a neat and appropriate appearance Be responsible for own belongings including rubbish Use good manners with guides, helpers, volunteers
St Stephen’s School Behaviour Matrix – page 4
Classroom Playground Transitions Church / Assembly
Before and After School
Toilets Outside of School – Camps, Sports, Excursions
Learning Always try your best Listen attentively Ask questions especially when having difficulty
Try new things Play games/ sports by following the rules
Walk quietly and safely considering other classes
Listen attentively to all speakers Learn responses, prayers and songs
Bring and take belongings required for school and home
Learn clean hygiene practices
Give it a go Keep trying Listen attentively
DOMAIN C
CLASSROOM INTERVENTION: ZONES OF REGULATION
Ref: Leah M. Kupers
The Zones of Regulation is implemented in every classroom at St Stephen’s. There is
a common and consistent approach to developing student’s knowledge,
understanding and skills in the area of self-regulation, which includes self-control,
self-management and impulse control. A “Zones Program” is explicitly taught so that
students gain an increased vocabulary of emotional terms, skills in reading other
people’s facial expressions, perspective about how others see and react to their
behaviour, insight into events that trigger their behavior, calming and alerting
strategies and problem-solving skills.
The social learning comments on the report card align with the program.
Parent education about the program is provided each year.
BLUE ZONE
•SAD
•SICK
•TIRED
•BORED
•MOVING SLOWLY
GREEN ZONE
•HAPPY
•CALM
•FEELING OK
•FOCUSED
•READY TO LEARN
YELLOW ZONE
•FRUSTRATED
• WORRED
• SILLY/WIGGLY
•EXCITED
•LOSS OF SOME CONTROL
RED ZONE
•MAD/ANGRY
•TERRIFIED
•YELLING/HITTING
•ELATED
•OUT OF CONTROL
DOMAIN D
CLASSROOM INTERVENTION
LEARNING LADDER
Learning Ladder Protocols
Students will move up and/or down the ladder based on behaviours in the classroom. Each child
begins each day on the “Ready to Learn” section of the ladder. Students will have made a ‘person’
which can be moved up and down the ladder. It is an expectation that all students are ready to
learn, doing the 5 and behaving appropriately.
Moving up the ladder (examples)
Random acts of kindness to others
Seeing a need and doing something about it
Thinking outside the box
Striving for success above and beyond
Consistency and persistence
Being ‘brave’ in their learning
Moving down the ladder (examples)
Interrupting the class e.g. calling out
Breaking any of the classroom / school expectations
Non-compliance of classroom expectations
3 stickers
2 stickers
1 sticker
Ready to Learn Step 1
Warning – working hard to get back to Ready to Learn 15 minutes to change attitude
Otherwise… Step 2
Step 2 30 minutes in buddy classroom working independently.
When returning from buddy classroom, you must be Ready to Learn straight away. Otherwise... Step 3
Step 3 Reflection Table
At lunch time, students eat lunch first, then go to the Reflection table. Parents will be phoned.
** Red Slip must be handed to the office prior to lunch commencing
At the beginning of the day, each student is on the “Ready to Learn” tab. They can move both up
and down the ladder throughout the day, depending on behaviour. At the end of a lunch period (if a
student has had to sit out, they move back to “Ready to Learn”. If a student has to go to a buddy
class for 30 mins, once they return to their own class, they move back to “Ready to Learn”. If an
incident reoccurs within that session the student is immediately on reflection table. If prior to going
on reflection table escalation is occurring - student will present to Principal’s office with work to
complete.
At the end of the day, if a student is in the green zone – that number of stickers are recorded on a
chart/booklet. Once a term an afternoon is devoted to reward experiences. Children with the most
stickers, have first pick at the reward activities. Several teachers will organise/plan different reward
experiences of varying lengths of time.
At the beginning of a new term, all students go back to zero stickers.
Some examples of learning ladders
DOMAIN E
CONSEQUENCES INTERVENTION REFLECTIVE PROCESS
This process aligns with the Detention sanction as per TCSO Policy. Students are referred to the reflective process as a consequence of inappropriate behaviours that have occurred in school or in the playground. Teachers complete a Responsible Thinking Slip and send to the office to alert Leadership that a child will be placed at the Responsible Thinking Table at Lunch time. They are required to complete a Responsible Thinking Reflection page. The behaviours on the slip align with the school expectations. Students identify which school expectation was not followed:
We follow directions
We listen attentively
We keep our hands, feet and objects to ourselves
We show respect for ourselves, others and the environment
.
DOMAIN F
Flow chart for repeated behaviours
Student engages in minor behaviour
during break time
Teacher manages behaviour in the
playground
Student engages in major/serious
behaviour during break time
Students may be required to complete any of
the following as a result of break time
behaviour issues:
1. Detention at the school office with a
member of school leadership team
2. Restorative conferencing;
3. Restricted play areas
4. Restricted eating areas
5. Lunch breaks spent at the Responsible
Thinking Table
6. Time out at home;
7. Formal Suspension.
BULLYING
At St Stephen’s School, we have the expectation that everyone is treated with respect and dignity. We will not tolerate bullying and we can do something about it. Everyone has the right to feel safe and valued and it is everyone's responsibility to ensure that this happens.
A Definition of Bullying Bullying is a systematic and repeated abuse of power (Rigby 2010). This can be face to face or using technology (cyber-bullying), such as mobile phones, the internet via email, social networking sites, and chat rooms bullying verbally, socially or psychologically etc.
It is important to note that other forms of undesirable interpersonal behaviour are often confused with bullying,
These behaviours ARE NOT bullying:
Conflict between children of equal power.
Non-malicious exclusion of some children.
One-off acts of meanness and spite, and random acts of aggressiveness. Bullying involves:
an unjust use of power
a power imbalance
(typically) repetition
dominating or hurting someone
unfair action (physical, psychological or social) by the perpetrator/s
a lack of adequate defence by the target and feelings of oppression and humiliation What might bullying look like?
When someone is / has
hit, punched, jostled or pushed
teased repeatedly in a nasty manner
called hurtful, abusive or offensive names
singled out for unfair treatment
threatened
rumours spread about them
a victim of abusive or obscene language
their property interfered with
ridiculed about their appearance or abilities
What can you do?
Report it to your classroom teacher
Tell Mum or Dad
Tell a friend
Tell any teacher or staff member at the school
What happens when someone reports bullying to a member of the school staff?
As with all serious breaches of behaviour, the matter will be investigated by the teacher and or Principal/APRE/Deputiser. This investigation will include statements being taken from all students involved including bystanders and witnesses.
CYBER BULLYING
Cyber bullying is everyone's business and the best response is a proactive or preventative one. To be proactive students can:
Guard contact information.
Take a stand against cyber bullying. Speak out whenever you see someone being mean to another, person online. Most people respond better to criticism from their peers than to disapproval from adults.
Action
If you are being harassed online, take the following actions immediately:
Tell an adult you trust/Report the issue to the Classroom teacher. This can be a teacher, parent, older sibling or grandparent – someone who can help you to do something about it.
Leave the area or stop the activity. People who bully get their kicks from knowing they've upset their target. Don't let them know they've upset you, and you've taken away half their "fun". Easier said than done when it's face-to-face, but if it's on your mobile or the internet – easy!
Block the sender's messages. If you are being bullied through e-mail or instant messaging, block the sender's messages. Never reply to harassing messages.
Keep a record. Save any harassing messages and record the time and date that you received them.
Advise your Service Provider. Most service providers have appropriate use policies that restrict users from harassing others. They can respond to reports of cyber bullying over their networks, or help you track down the appropriate service provider to respond to.
Report to police. If the bullying includes physical threats, tell the police. Some people think that they can get away with it because they believe it is anonymous. They are wrong. Most can be traced and it's a criminal offence to use a mobile phone or any form of communication to menace or harass or offend another person.
What if a student experiences cyberbullying outside of school hours?
If the cyberbullying incident involves other students at the school, the student is still required to complete a Responsible Thinking Reflection Page so the incident can be recorded, investigated and acted upon appropriately.
Teachers can report use of social media. No child under the age of 13 is permitted access to social media sites.
DOMAIN G
BEHAVIOUR MANAGEMENT STRATEGIES
Behaviour Management: General Rules
At St Stephen's School, expectations are set to help protect and ensure the rights of each
person in the school community and to encourage responsibility.
Classroom Expectations:
These are written in a positive way and set reasonable limits on behaviour. Expected
behaviour is made very clear to each child. A copy of St Stephen's Behaviour Matrix is
clearly displayed in each classroom.
However, generally speaking, these are the expectations:
For example:
1. Actively listen and follow teacher direction
2. Use hand signals if you wish to speak (unless directed otherwise) (See Appendix)
3. Do the 5 (see Appendix)
Playground rules:
1. Walk on concrete surfaces
2. Students must eat in designated areas (10 minutes) until dismissed
3. Students must play in designated play areas
4. Students must keep their hands, feet and objects to themselves
5. Students must ask permission of teacher on duty to leave play area ie. toilet or drink
6. Students must wear a hat in the playground – NO HAT – NO PLAY
7. Students are only allowed to enter school buildings with teacher's permission and
supervision
Before and after school rules:
1. No play with or on equipment before and after school
2. Students are to wait in designated areas only
3. Students must wait inside school boundaries
4. Students must walk bikes in school grounds and car parks
(Teacher supervision before school from 8:30am and only until 3:30pm each afternoon)
In General
Playground, School and Classroom expectations are designed for the Safety and Betterment
of the children as well as for the Protection of property. We like to keep expectations to a
minimum, as it is our policy to promote "self-discipline" within children whereby they take
responsibility for their own actions.
BEHAVIOUR MANAGEMENT STRATEGIES
Level 1
At this level teachers may see these types of behaviours as once off and may occur in the classroom, on excursions, at assemblies and in the playground Examples of Level 1 Behaviours Examples of Managing Level 1 Behaviour
Rudeness Inappropriate speech Language manners Running in the hallways Unkind acts Leaving room without permission Littering/avoiding clean up Interrupting in class Being unnecessarily rough (lining up, playing, pushing) Poor sportsmanship Lateness to school bell Incompletion of work assignments Unacceptable standard of work
An apology written or verbal
Make amends by actions
Reminder of school expectations and reteaching of desired behaviour with classroom teacher
Low-incident problem solving interview with class teacher
Performing required tasks
Acknowledge children who are responding correctly and reward correct behaviour
Learning Ladder Step 1
Low intensity contact with parents eg note in diary
Level 2
Statement - At Level 2 behaviours may be seen as low level but consistent patterns emerging such as leaving the room without permission and teasing and unkind acts. These behaviours are monitored in case of escalation of behavioural problems, low level interventions to be put in place by classroom teacher to decrease the level of behaviour at this early stage.
Examples of Level 2 behaviours At Level 2 parents are notified by classroom teacher
More frequent/serious rough play Persistent rudeness Stealing Teasing Unkind words Repeated non-compliance Defacing school property Being dishonest/untruthful Defying school authority Any repeated “one off” behaviours
Behaviour recorded and action documented
Letter/phone call home by class teacher
Meeting held with parent to discuss appropriate proactive strategies to eliminate inappropriate behaviour
Behaviour goals with appropriate behaviour target, explicit instruction around acceptable behaviour
Use of a buddy teacher for time out in another class, followed by a re-entry process into the classroom – Learning Ladder Step 2
Problem solving via circle time
Loss of playtime – Reflection table at lunch time
Learning Ladder Step 3
Level 3
Statement – At Level 3 behaviours are “high level”. Consistent Level 3 behaviour would require a class teacher in collaboration with the principal and support staff to develop an individual behaviour management plan that outlines interventions which stipulate teaching strategies, acknowledgement of the desired behaviour and the management of the student's behaviour. Teachers to monitor closely for signs of improvement while interventions are being carried out.
At this Level parents are notified. The individual behaviour management plan is discussed with the parents.
Examples of Level 3 behaviour include
Fighting Stealing Persistent disobedience Profane language Purposeful vandalism Defying school authority Harassment Bullying Causing physical harm
Major loss of privilege
Student taken to principal
Parents notified
Time out in office
Suspensions followed by re-entry meeting into classroom
Student support committee involvement
School counsellor involvement
Individual Behaviour Plan, including Risk Management Plan
Expulsion by Executive Director
Level 4
Failure to comply with goals set in Individual Behaviour Plan
Internal or external suspension
Meeting to discuss behaviour with classroom teacher, LST and Principal
Consultation with Inclusion coach and SEL
Suspensions followed by re-entry meeting into classroom
Level 5
If a student has progressed through all levels, the school community believes that the child is demonstrating that they are no longer eligible to be a member of the St Stephen’s School Community. The Principal will forward all necessary documentation to the Executive Director requesting the child’s enrolment be cancelled. Student will be suspended, awaiting the Executive Directors’ decision on their future
As Behaviour Management is the joint responsibility of parents and teachers, home and
school should go hand in hand to develop in the child a Christian respect for himself/herself,
for others, for authority, and for the property of others. Where it is deemed necessary,
parents will be notified and their support will be expected in the solution of a behavioural
problem. Students will be regularly made aware of school expectations, consequences, and
punishments.
Templates
St Stephen’s Catholic
School Telephone 07 4693 1627 PO Box
285 Facsimile 07 4693 2156 PITTSWORTH QLD 4356
Sample Letter 1 Letter to parents from Principal advising that a recommendation of exclusion will be forwarded to TCSO. Date Mr John and Mrs Jane Parent 12 Natural Street Toowoomba 4350
Re: Susan Parent Yr 1 Green DOB 10.02.2009 Dear Mr and Mrs Parent, Please be advised that following consultation with Toowoomba Catholic Schools Office Senior Education Leader xxx and in line with the St Stephen's School Student Behaviour Support Plan and the Toowoomba Catholic Schools Office Student Behaviour Policy, I have concluded that a recommendation of exclusion for Susan from St Stephen's Primary School will be forwarded to the Director of Toowoomba Catholic School -- Teaching and Learning. I will be in contact (by the end of the week) to provide further advice in relation to the outcome of this application. Susan is to remain on suspension until we receive the outcome of this application. Yours sincerely Janine Butlin Principal Enc: St Stephen's Student Behaviour Support Plan TCSO Student Behaviour Policy
St Stephen’s Catholic
School Telephone 07 4693 1627 PO Box
285 Facsimile 07 4693 2156 PITTSWORTH QLD 4356
Sample Letter 2 Letter to parents from Principal re suspension of student Date Dear Mr and Mrs Parents, Please find a Behaviour Incident Report attached involving: Student Date of Birth Class This report indicates that {Student name} has been highly non-compliant and unsafe in the school environment by demonstrating the following actions:
Xxxxx
Xxxxx
Xxxxx
Xxxxx Consultation with Toowoomba Catholic Schools Office Senior Education Leader, xxxx, has occurred in line with the St Stephen's School Student Support Plan. As a result, xxxx will be suspended from attending St Stephen's Primary School from {Day and date} to {Day and date}. xxxx will recommence attendance at St Stephn's on {Day and date}. If you have a question, please contact me through the school office. Regards, Janine Butlin Principal
St Stephen’s Catholic
School Telephone 07 4693 1627 PO Box
285 Facsimile 07 4693 2156 PITTSWORTH QLD 4356
Sample Letter 3 Letter to parents from Principal re the outcome of the recommendation of exclusion of student Date Mr John and Mrs Jane Parent 1 Natural Street Toowoomba 4350
Re: Susan Parent Yr 1 Green DOB 10.02.2009 Dear Mr and Mrs Parent, You are invited to meet with xxxx (Senior Education Leader) and myself to be provided with further advice in writing, regarding the recommendation of exclusion for Susan Parent. The meeting is scheduled for Tuesday 12 July, 1:30pm at St Stephen's Primary School. You are welcome to bring a support person to the meeting. Yours sincerely, Janine Butlin Principal
BEHAVIOUR INCIDENT REPORT: LEVEL 3 or UNSAFE BEHAVIOUR
Student
DOB
Class
Date Time Start
Time End
INCIDENT DETAIL
Unsafe Behaviours:
What was done to keep the student(s) safe:
Impact on other students or staff:
Strategies used to de-escalate the situation, promoting safety and compliance:
Report completed by:
Signature
Date
Additional notes: Actions Consequence Date of return
Principal Janine Butlin
Signature
Date
STAFF NOTES – BEHAVIOUR INCIDENT REPORT: LEVEL 3 or UNSAFE BEHAVIOUR
Student Date
Teacher Jobs: Print this checklist, tick each section when complete, forward a copy to the
principal with the Incident Report.
INCIDENT DETAIL CUES TO FOLLOW
Codes to use: Initials (eg JB) Name of student on report CT Classroom teacher T Teacher St Students involved / affected St 1 If more than one student is referred to add a number LT Leadership Team person SO School Officer P Parent
Provide specific detail in each section by answering the relevant questions: Unsafe Behaviours:
a. Who was hit, grabbed etc? What with? How many times? Where did this occur?
b. What was hit, thrown, grabbed etc? How many times? Where did this occur?
c. What was unsafe – climbing, running away, refusing instructions or redirection etc? How many times? Where did this occur?
What was done to keep the student(s) safe: a. Did you have to use reasonable physical force, eg, holding hand?
Where was this done? How often or long? b. Did the class, student or staff member have to be removed? How
was this done? c. Was an object removed? How was this done? d. How did the student respond to this? Was reasonable and minimal
force used? Did the student respond with actions that put themselves in a position to be hurt?
Impact on other students or staff: a. Who was affected? How? What did they say or how did they feel?
Strategies used to de-escalate the situation, promoting safety and compliance
a. What was the curriculum adjustment or classroom adjustment? b. Who was monitoring the adjustment? c. What process was used for re-entry to the learning environment?
Contact parents regarding the Behaviour Incident Report.
Email a copy of the Behaviour Incident Report to the parents and principal.
Coordinate a restorative process.
List the witnesses or people in the Behaviour Incident Report.
Code Person
Teacher Name
Teacher Signature
Leadership Team Jobs – Level 4 Behaviour: Complete the following tasks if suspension is
applied.
TASK
Ring parents regarding the Behaviour Incident Report.
Coordinate a Restorative Process.
Meet with parents regarding the Behaviour Incident Report (if required).
Email the Behaviour Incident Report to parents. (CC – CT, SEL and LT)
Email a letter summarising the period of suspension or in school time out.
Coordinate a transition plan (if required).
Leadership Name
Leadership Signature
Date
Appendices
Rationale Toowoomba Catholic schools are committed to positive, proactive practices which support and encourage responsible, safe and respectful student behaviour. Formation in expected behaviour and respectful relationships occurs best in a safe, supportive environment where students observe and experience acceptance, forgiveness and reconciliation modelled in a Christ-centred community. Students learn from their mistakes and develop capacity to build and restore right relationships.
In Catholic schools, positive student behaviour support is an integral part of all learning and teaching experiences. Learning occurs more effectively when individuals, in all their diversity, experience connectedness and feel valued and safe. It is acknowledged that a diverse range of personal, social, cultural, family, technological and religious influences can impact on the relational and behavioural responses of students at any given point in time. The Melbourne Declaration on Educational Goals for Young Australians (2008) recognises that schools play a vital role in promoting and improving the educational goals for all students. Catholic schools promote the educational outcomes of all students by teaching, modelling and insisting on appropriate behaviours and respectful relationships that are infused with Gospel values.
Values The values expressed in the Micah Statement: to act justly, love tenderly and walk humbly with your God (Micah 6:8) underpin and guide the development and implementation of this policy.
Policy statement Catholic schools in the Diocese of Toowoomba provide all students with opportunities to develop positive behaviours and self-discipline within a supportive and vibrant Christ-centred community.
Consequences • Schools will develop, implement and review a Student Behaviour Support Plan based
on this policy and Toowoomba Catholic Schools Office determined procedures and guidelines.
• A school’s Student Behaviour Support Plan will include
▪ a proactive whole-school approach to student behaviour support which
o makes explicit specific, local structures, procedures, expectations and
responsibilities to support student behaviour
o clearly establishes the roles and expectations of parents and caregivers and ensures effective communication with families
o outlines an ongoing program of staff professional learning including induction, training and ongoing capacity building
▪ the procedure and guidelines determined by the Toowoomba Catholic Schools Office.
• Each school’s Student Behaviour Support Plan will be available to all members of the school community on the school’s website.
Most Reverend Robert McGuckin | Bishop of Toowoomba
Page 1 of 1 TCS Student behaviour support policy
Effective date: 9 October 2017
Review date: October 2020
Entry Routine Protocol
WHY?
This protocol is to build positive relationships between all members of the school
community.
Entry Routine consists of –
Safety line
Greeting
“Do now” activity/task
HOW?
Each time students enter the classroom ie morning, after breaks and specialist
lessons, they will begin by lining up in safety line order (alphabetical order of first
name, silent).
At the beginning of the day, students will handshake with the class teacher (and
greeter). Head/Eyes/Heart: Head facing forward, sustain handshake until eye
contact is established (unless student is Indigenous). Heart to heart: body language
implying connectivity.
Say Good morning … (name) welcome …
eg: Welcome to another exciting day of learning. (Student is expected to respond in
an appropriate manner using name eg Good Morning Mrs Smith – Format matters
(grammatically correct).
Give a Positive statement eg: Can’t wait to see your writing effort today, I am
really looking forward to working together today. This could also be an opportunity to
discuss an individual learning intention or a personal message from the teacher to
the student.
Student greeter – once the students have the entry routine established, introduce a
student greeter with whom other students repeat the process of greeting, handshake
and personal comment.
Do Now – class teacher is responsible for ensuring a “Do Now” activity/task is
prepared for students to undertake immediately. Students proceed to their desks
and begin activity/tasks immediately.
After breaks –
o Students will enter the room in safety line order, No handshake, but MUST
have a “Do Now” activity to begin immediately.
Safety line Protocol
WHY?
This protocol is to ensure movement around the school is done in a quiet and
efficient manner.
HOW?
When children move around the school they form a ‘safety line’. Children silently line up in
alphabetical order using the first letter of their Christian (first) name. If the class has a
‘student of the day’, this child will go to the front of the line. This should be completed within
30 seconds.
WHEN?
Parade
Moving around the school (library, specialist lessons, assembly)
Fire safety drills
Excursions
Seat Signals
At St Stephen’s Primary School seat signals are a non-negotiable within all classrooms.
These minimise disruptions within the classroom and therefore increase learning time. This
teaching strategy aligns with the Teach Like a Champion program.
These seat signals will need to be explicitly taught, demonstrated and practiced before
students will be able to sufficiently and appropriately use these signals.
Students Teachers
Toilet - Closed fist Students’ attention – two loud claps
I know the answer – fist to heart Stand up and sit down – palms up, palms down
Drink – cross arms above head Noise level – point down
Supplies – hand up 1 finger Tracking – two fingers towards eyes
Tissue – hand up 2 fingers Do the five – five fingers
Toilet
Stop
Tracking
I know the
answer
Do the five
Supplies
Tissue
Drink
Stand Up
Sit Down
Domain B - ROLES, RIGHTS AND RESPONSIBILITIES OF STAFF
All members of staff have a responsibility to model inclusive and respectful practices in all
interactions with members of the school community and visitors to the school.
PREP – 6 CLASSROOM TEACHER
Behaviour teaching is expected to be part of the classroom curriculum and to be age
appropriate. The classroom teacher is generally the first point of contact with parents and
students with regards to behaviour support. A fair and equitable approach is expected to be
a first consideration to be employed by all teachers. Having exhausted normal classroom
strategies to modify behaviour, teachers should avail themselves of the Intervention
Reflective Process to support classroom teaching and learning. It is expected that classroom
teachers make themselves aware of Behaviour Management Strategies and the consistent
implementation of these processes in their classrooms.
PRINCIPAL
The Principal is responsible for:
Contacting parents of students involved in serious incidents;
Liaising with Classroom teachers to identify students who require further
intervention such as student support meetings;
Liaising with the School Counsellors when serious incidents occur to ensure
appropriate actions are taken;
Participating in student support meetings;
Arranging and conducting re-entry meetings for students who are sent home from
school;
Conducting and implementing individual behaviour plans;
Training new staff about Behaviour Management Strategies used at St Stephen’s
School.
LEARNING SUPPORT TEACHER
The Learning Support Teacher is responsible for:
Working with the Principal, Classroom Teacher to develop a plan for individual
students to solve problems;
Referring students, through the Principal, to other agencies for specialist help;
Providing staff with specific characteristics and implications of disabilities, which may
impact upon student behaviour;
Working proactively with the school team to assist students in their behaviour;
Providing additional support during play times and before school;
Proactively supporting staff to differentiate their curriculum;
Facilitation of meaningful outcomes for students, parents and teachers through
intervention frameworks;
Sharing of skills and knowledge through professional development, consultation and
advice;
Mapping and planning of students;
Maintaining professional expertise in a dynamic and evolving context;
Facilitating parental and community links.
GUIDANCE COUNSELLOR
The Guidance Counsellor is responsible for:
Facilitating activities promoting the mental health and life skills development of all
students in partnership with school communities;
Developing and/or providing early intervention activities which address the
emerging needs of at-risk students and are aimed at reducing the likelihood of long-
term negative outcomes of these students;
Facilitating whole class or group learning programs that target a specific area of
social-emotional development;
Providing counselling and consulting services for students with personal, social,
emotional and educative needs;
Providing psycho-educational and other assessments (eg, administer psychometric
and cognitive assessments).
APRE/Deputiser
The Assistant Principals has a responsibility to oversee and support behaviour across the
School under the leadership framework.
This includes the dimension of:
Educational leadership
Religious leadership
Organisational practices
Strategic planning
Staff practices
PRINCIPAL
The Principal will become directly involved in any serious matter that has the potential to
affect student enrolment and any matter involving serious physical harm.
DATA COLLECTION
Behaviour Support database is published and circulated to the relevant stakeholders
each term
Behaviour Support to be used for serious breaches of behaviour including weapons,
drugs and alcohol, bullying and incidents resulting in suspension from school
Please dot point details:
Staff Name: Signature:
Other Name:
Signature:
Follow up action required by who & when
To be filed in student file in classroom if learning related /to be emailed to Principal and APRE if
behaviour related or other (they will digitally store in the appropriate location)
Regarding: Behaviour incident
Teacher concern
Parent concern
Student concern
Date: Time:
Method of Contact:
Meeting
Phone call initiated
Phone call received
Person spoken to (if applicable):
Organisation (if applicable):
Telephone no (if applicable):
x
x
Responsible Thinking Slip
Name: ___________________________Year Level: ______ Date of the inappropriate behaviour:__________
Date of the consequence at the RTT:_____________
Teacher who requested consequence:________________________
School Expectation not followed:
1.We Follow Directions
2.We Listen Attentively
3.We keep our hands, feet & objects to ourselves
4.We show respect for ourselves, others and the environment
Was the behaviour: Inschool Behaviour Playground Behaviour
Responsible Thinking Slip
Name: ___________________________Year Level: _____Date of the inappropriate behaviour_____________
Date of the consequence at the RTT:_____________
Teacher who requested consequence:________________________
School Expectation not followed:
1.We Follow Directions
2.We Listen Attentively
3.We keep our hands, feet & objects to ourselves
4.We show respect for ourselves, others and the environment
Was the behaviour: Inschool Behaviour Playground Behaviour
Appendix – Domain E – Responsible Thinking Reflection Page
Name: ________________________ Year Level: _______________
Date of the inappropriate behaviour: _________________
Date of the consequence at the responsible thinking table: __________________
Why is the child at the responsible thinking table?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Teacher who requested consequence: _______________________
Teacher on duty: ______________________
School Expectation not followed:
1. We Follow Directions
2. We Listen Attentively
3. We keep our hands, feet and objects to ourselves
4. We show respect for ourselves, others and the environment
Was the behaviour:
Inschool Behaviour Playground Behaviour
Student Reflection
Why are you at the responsible thinking table?
What is the consequence of your action?
Your unexpected behaviour
How did others feel and think about this?
How did others treat you?
How did you feel?
What should you have done?
Your expected behaviour given the situation
How would others feel and think about this?
How would others treat you?
How would you feel?
What are you going to do now?
Appendix – Domain G – Essential Skills of Classroom Management
Language of Essential Skills of Classroom Management
Expectations
Establishing Expectations – students need to know what is safe and responsible in a particular context.
Articulate clear expectations for each task / day / learning context.
Expectations – keep short and simple.
Keep rules positive.
Follow directions.
Hands, feet and objects to yourself.
Giving Instructions – to give a clear direction about what to do.
Clear. Start with a Verb, make it short. Less than 8 words is good.
Phrase as an instruction, not a question.
Tone of voice – calm but expectant, use ‘thanks / now’ rather than ‘please’ at the end of an instruction.
Keep instructions separate from curriculum / content talk eg, ‘Move to your seats, thanks’. ‘Walk down the stairs, thanks’. ‘Come here, Sally’.
Waiting and scanning – 5+ secs after giving an instruction.
Gains student attention / allows processing of information.
Remain silent. Maintain eye contact. Assertive body language.
Praise compliance. Re-direct if necessary.
Acknowledgement
Body Language Encouraging – use of body language to encourage students to remain on task.
Walk around the room / touch work of students on task.
Smile / make eye contact. Do not stare. Make non-verbal gestures / finger signals to indicate what you want.
Approach off-task students, but don’t stand too close. Walk away after giving correction. Scan back.
Avoid showing irritation.
Descriptive Encouraging – encourage students to become aware of their competence by commenting on their behaviour.
Say exactly what you want to see or hear more frequently. Encourage positive behaviour, eg, ‘This group is on task’.
Use non-emotive language. Be respectful, not gushy. Avoid ‘warm fuzzies’ such as ‘great, beaut, terrific’.
Use privately to individual students, publicly to the group.
Avoid conditional praise, eg, ‘Good, you could have done this before’.
Correction
Selective Attending – give minimal attention to off-task behaviour
Give instruction, encouragement. Say ‘Thanks’, not ‘Please’.
Walk away – give take-up time for student to start work.
Attend in least intrusive way, then acknowledge if compliant
Re-direct to the Learning – gives the impression you care about the learning not just the behaviour.
Avoid talking about behaviour when re-directing.
De-personalise comments when re-directing, eg, Do you need help with the maths assignment?
Acknowledge when student returns to task.
Giving a Choice – respectfully confront the student who is disrupting others with the available choices and their natural consequences.
Not seen as punishment but logical consequence.
Firm, calm, measured tone, not a threat.
Follow Through – planned action to deal with on-going disruptive behaviour.
It is the certainty not severity. Do what you planned and said you would do (at the best time). Establish that you mean what you say.
Model assertive, morally courageous behaviour.
This Photo by
Individual Behaviour Plan
Janine Butlin
_____________________________ ___________________________ _____________________________
Signature/Date Signature/Date Signature/Date
Student Name: Grade: School: St Stephen’s Catholic School
Plan Contributors:
Case Manager: Plan Implementation Date: Review Date:
Strengths:
Behavioural Goals 1. 2. 3.
Intervention Strategies
Teaching Strategies Environmental Adjustments Consequences Positive
Reductive
