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Revised August 2019
This document builds on the work of behaviour support practices developed at St Peter Chanel School over a num-ber of years. In 2016, the school community committed to formally reviewing the school’s behaviour support practic-es and the Behaviour Support Plan that was originally formalised in 2014. The result was extensive staff professional development, focused discussion and consultation. This was led by the Behaviour Support Committee, whose members included:Donna Blaker (Support Teacher: Inclusive Education)Helen Newcombe (Teacher)Conor Wilson (Teacher)Simone Donnelly (Teacher)Kim Rooney (Teacher)Felicity Davidson (Teacher)Margo Carwardine (Principal)
The school community is further thankful for the guidance and support received from Melissa Graham, Brisbane Catholic Education, Education Officer – Student Behaviour, and for feedback received from Dr Rebecca Spoon-er-Lane, Senior Lecturer, School of Early Childhood and Inclusive Education, Faculty of Education, QUT.
The revised plan was finalised in August 2017 and further revised in August 2019.
Approver: Principal Issue date: 30/08/2019 Next review date: 30/08/2021
St Peter Chanel School Mission Statement Policy Statement and Guiding PrinciplesOur School Context
Consultation and Review Process Our Beliefs Our Approach – Positive Behaviour for Learning (PB4L)What is Positive Behaviour for Learning?Theoretical and conceptual characteristicsContinuum of support and key features
Our Student Behaviour Support Practices 1. Clarity - Our Expectations
Positive School Culture (inc Rewards, Achievement Awards, St Peter Chanel Virtue Awards, Spirit of St Peter Chanel Certificates, Special Awards)
2. Focus - Teaching Expected Behaviour3. Feedback - Encouraging Productive Behaviours for Learning4. Feedforward – Responding to Inappropriate Behaviour
Learning-based consequences Monitoring inappropriate behaviour Targeted and Individualised Supports as a Response to Problem Behaviour Brisbane Catholic Education Formalised Sanctions (inc Detention, Suspension, Negotiated Change of School and Exclusion)
Bullying and Cyber Safety What Bullying Is and Is Not, Responsibilities of Children, Staff and ParentsResponse to BullyingSupport for the Victim and the Child Exhibiting the Bullying BehavioursPositive, Proactive Anti-bullying Approaches at St Peter Chanel School
Our Student Behaviour Support Data Student Behaviour Support Leadership and Professional Learning of School Staff
References
Relevant Brisbane Catholic Education Policies
Appendices
Appendix 1: St Peter Chanel Behaviour Expectations Matrix
Appendix 2: Behaviour Definitions – Minor and Major Behaviours
Appendix 3: Strategies to Manage Minor Behaviour
Appendix 4: School Behaviour Support System (SBSS) – Record of Incident (ROI)
CONTENTPage 4
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Behaviour Support Plan
St Peter Chanel Primary School Mission Statement A Catholic Christian faith community grounded in the gospel values of dignity, respect, justice and joy;
Inspired by the traditions ofThe Sisters of Charity and theMarist Fathers;
Committed to high quality, engaging and life-givinglearning and teaching for both the present and the future;
Attentive to the natural, physical and social environments of our school community within the global context.
Policy Statement and Guiding PrinciplesWe see our school as one that is welcoming, safe, dynamic, and inclusive; where staff, parents and members of the community work in partnership to ensure the personal success of each and every student. Staff collaborate to set high academic and behavioural standards for students. Social and emotional skills are valued as essential to our students’ growth and development and as such, are explicitly taught to support our students to be the best that they can be. We put our students first and believe in instilling the following learner qualities where they are called to be: curious, self-motivated, a risk taker, persistent and reflective. We hold the expectation that members of staff, parents and carers will support our Behavior Support Plan.
Our School ContextSet in a spacious bushland environment, the community of St Peter Chanel School is located in the inner western Brisbane suburb of The Gap. Parents are active in our school community in a variety of ways. There are approximately 370 students across 17 classes. Our school has two or three streams of each year level. There are a number of full time, part time and specialist teachers (Teacher Librarian, Japanese, PE, Visual Art, Music and instrumental) and a variety of support staff (Support Teacher: Inclusive Education, Literacy and Numeracy Enhancement, Guidance Counsellor, Speech Pathologist and School Officers). St Peter Chanel School is a place where our children are encouraged to work and reach their full potential as individuals and as members of the wider community.
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Consultation and Review ProcessSt Peter Chanel School developed this plan in consultation with our school community. Consultation occurred through staff meetings, meetings with our School Board, and distribution of the draft plan for comment and review. A review of school data, including the use of BCE Student Behaviour Support System (SBSS) relating to school behaviour incidents, attendance and disciplinary absences, informed the plan. The Plan was endorsed by the Principal, the School Board and the Area Supervisor, with this version being a second revision of the plan originally created in 2014. The plan will be reviewed every 2 years, with a high-level check performed annually.
Our BeliefsBehaviour support and management is core business for all teachers. Excellent teaching and learning is supported by a safe, positive and productive learning environment, based on principles of consistency, fairness and engagement. This starts in the classroom with each and every individual student.Our beliefs about student behaviour, discipline and learning unify us and direct our action – the decisions we make, the practices we choose and how we interact with others. The following beliefs reflect current relevant literature in positive behaviour supports:
• Schools play a vital role in promoting the intellectual, physical, social, emotional, moral and spiritual and aesthetic development and wellbeing of young Australians (MYCEEDYA, 2011);
• Every day at school, students have opportunities to learn and practise social skills and develop General Capabilities through the curriculum (ACARA, 2011);
• Behaviour is learned, therefore responsible behaviour can be taught;• Student discipline is best achieved through defining, teaching, and modelling
expected behaviours;• Misbehaviour presents the student with an opportunity to learn, the educator with
an opportunity to teach;• For behaviour change to occur, we must use positive approaches that strengthen
teacher-student relationships;• Student discipline is a collaborative effort. In partnership with parents and carers,
we are committed to each and every student’s success (DET, 2017);• Efforts to support all students to become successful learners, confident and
creative individuals and active and informed citizens requires ongoing teaching, encouragement and correction;
• We set clear expectations for behaviour and learning across the whole-school community (DET, 2017). Maintaining high expectations does not require “get tough” or punitive approaches;
• An integrated system of school wide, classroom support and individual student supports play a central role in improving behavioural outcomes and developing learning dispositions for the students we serve as well as contribute to the sense of efficacy and job satisfaction of our staff;
• Services for students with chronic or intense behaviours are more effective within the context of school-wide commitment to the social and academic development of all students.
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Our Approach - Positive Behaviour 4 Learning (PB4L)What is Positive Behaviour 4 Learning?PB4L is a framework (Diagram 1) for schools that uses a system approach to positive behaviour supports for all students. The aim of implementing the framework is to achieve increased academic and social progress and achievement for all students by using evidence-based practices. One of the focus areas is explicit teaching of behaviours that assists students to access learning – academically and socially - at all stages of development throughout their education.
Theoretical and conceptual characteristicsThe theoretical and conceptual understandings of PB4Learning are firmly linked to Behavioural Theory and Applied Behavioural Analysis (Carr et al., 2002). This perspective emphasises that observable behaviour is an important indicator of what individuals have learned and how they operate in their environment. It reflects that behaviour is learned and is rule governed, with environmental factors being influential in determining whether a behaviour is likely to occur and new and alternative pro-social behaviours can be taught (Sugai & Horner, 2002; Sugai et al., 2008).Continuum of support and key featuresAn important component of PB4Learning is the adoption of a continuum of behavioural supports (Diagram 2) that, like academic instruction, acknowledges that students will need differing levels of behavioural interventions and supports to be successful at school. Within the continuum there are three levels of support.Tier 1 Universal Supports: The first level focuses on universal behavioural and academic supports for all students. Here the focus is on prevention of problem behaviours, providing explicit teaching of expected behaviours and creating positive learning environments across all settings in the school. Research has shown that approximately 80-85% of students will respond to proactive universal supports, display the desired appropriate behaviours, and have few behaviour problems (Horner & Sugai, 2005; Lewis, Newcomer, Trussell & Ritcher, 2006).Tier 2 Targeted Supports: The second level focuses on students who continue to display problem behaviour even with the universal supports in place. Using data analysis, students are identified early, before problem behaviours become intense or chronic, and they then receive targeted supports such as small group social skill instruction, academic supports, mentoring and/or self-management strategies (Sailor et al., 2013).
Diagram 1 - Adapted from School-wide Positive Behaviour Support: implementers’ blueprint and Self Assessment, by OSEP Center On positive Behavioral Interventions and Supports, 2004, Eugene OR: Lewis
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Tier 3 Personalised Supports:
This third level focuses on personalised supports that are intensive and individualised. These students will require highly individualised behaviour support programs based on a comprehensive behavioural assessment, which at times, will include mental health professionals and family and community services.
By building a connected continuum, everyone in the school is aware of how each level of support is connected to the universal systems i.e. every targeted and individualised intervention uses the universal set of behavioural expectations to increase the likelihood of maintenance and generalisation to other context.
Our Student Behaviour Support Practices1. Clarity: Our ExpectationsSchool-wide expectations encourage consistent communications and establish a common language of expectations for all staff and students across all settings. Agreed upon student expectations promote consistency across the staff and school community and help develop similar tolerance levels.At St Peter Chanel School our school-wide expectations are…
Love Yourself – You are important Love Others – We need to work together Love Learning – It is why we are here Love Environment – It is ours to look after
Our school-wide matrix determines the social skills and behaviours we expect all students and staff to learn, practise and demonstrate. They allow us to teach proactively and to provide students and parents with a positive message about discipline.
Refer to Appendix 1 Behaviour Expectations Matrix
Individual or Tier 3• Individual Students• Assessment Based• Intense, durable intervention
Targeted or Tier 2 • Students At-Risk• High Efficiency• Rapid Response
Universal or Tier 1 • All students• All settings• Preventative, Proactive
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These expectations are complemented by the code of conduct expected within the community.At St Peter Chanel School we expect that children will
• take responsibility for their own behaviour and learning • demonstrate respect for themselves, other members of the school community
and the school environment • behave in a manner that respects the rights of others, including the right to learn • co-operate with staff and others in authority.
At St Peter Chanel School we expect that parents/caregivers will • show an active interest in their child’s schooling and progress • co-operate with the school to achieve the best outcomes for their child • support school staff in maintaining a safe and respectful learning
environment for all students • initiate and maintain constructive communication and relationships with
school staff regarding their child’s learning, well-being and behaviour • agree to act respectfully and honestly• contribute positively to behaviour support plans that concern their child.
At St Peter Chanel School we expect that staff will • provide safe and supportive learning environments • provide inclusive and engaging curriculum and teaching • initiate and maintain constructive communication and relationships with
students and parents/carers • promote the skills of responsible self-management • maintain student attendance records.
In addition to our school-wide expectations, our affective curriculum is informed by the General Capabilities in the Australian Curriculum. These capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century:
> Personal and social capability, ethical understanding and intercultural understanding focus on ways of being, behaving and learning to live with others.
> Critical and creative thinking is fundamental in students becoming successful learners.
The Personal and Social Capability is one of the seven General Capabilities that outlines student developmental stages of self-awareness, self-management, social awareness and social management. The behavioural and social emotional skills in this capability are to be taught through the learning areas of the approved curriculum. www.acara.edu.au
The ACARA learning continuum for each capability describes the knowledge, skills, behaviours and dispositions that students can reasonably be expected to have developed at particular stages of schooling. (Refer to http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction)
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Positive School Culture Every week, our school community gathers together for Assembly on Monday and Friday. During these times, we create and enrich our positive school culture through celebration and prayer, presentations, awards, rule and anti-bullying reminders. Other focus areas may include You Can Do It, growth mindset and learner qualities themes, as well as the raising of awareness of current school events. Staff utilise a wide range of acknowledgement strategies with students to support our positive school culture, including:
• Praise/encouragement (verbal/non-verbal/written) • Token/point/star systems (individual/group goal-setting) • Public display of work (classroom, library) • Individual class or year level rewards (sticker books, stamps,
student-choice activities, computer time) • Whole class rewards (parties, fun days, game time, sport, DVDs) • Class responsibilities (messenger, teacher’s helper, library monitor, tuckshop) • Phone calls, emails, or communication to parents • Sharing work with others (Principal, A.P.R.E., other year level classes,
buddy classes, parents) • Teacher evaluations (marks/comments on work/behaviour reporting) • Celebrations (birthdays, “outside” achievements) • Articles in St Peter Chanel School Newsletter (a weekly electronic publication).
We acknowledge student efforts and results in academic, sporting, behavioural and cultural contexts through a variety of awards at our school. The following St Peter Chanel School Awards outline the variety of awards available for teachers and other staff to use when acknowledging the achievements of students in our school. The efforts of staff members are acknowledged at whole school assemblies, staff meetings, and/or are written in both the St Peter Chanel School weekly school newsletter and in electronic Leadership Team Announcements on the staff portal.Achievement Awards At St Peter Chanel School, we believe that every child is worthy of receiving an Achievement Award to celebrate and acknowledge significant academic, personal or social achievements. Each week, at Assembly, teachers and specialist teachers have the opportunity to give a student from their class/es a St Peter Chanel School Student Achievement Award. These awards should:
• Acknowledge achievements made by students in a public forum;• Be for academic achievement, arts achievement, or personal or social
development areas, similar to those on our school written reports;• Be awarded to up to two children from every class each week on assembly;• Be placed in the designated tray to the left of the School Secretary’s computer
or emailed to [email protected] by Thursday afternoon. St Peter Chanel Virtues AwardsThese awards acknowledge in students an openness to demonstrate the CHANEL Virtues of Charity, Hope, Acceptance, Nurture, Excellence and / or Love. They are typically awarded at the final assembly of each term.Spirit of St Peter Chanel Certificates The class teacher can nominate a student for a Spirit of St Peter Chanel Certificate for significant and distinguished demonstration of our school CHANEL Virtues. These certificates are to be filled in by the class teacher and given to the Principal by the day before assembly for signing.
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Special AwardsAt the end of school Thanksgiving Liturgy for Year 6 students and their families, historically two special awards have been presented. The Rotary Award acknowledges the Year 6 student who, in the opinion of members of staff, has consistently achieved across a range of academic, sporting and service activities, while maintaining a positive attitude and a sense of pride in our school. The St Peter Chanel Award acknowledges the Year 6 student who, in the opinion of members of staff, has effectively and consistently embraced our school motto and CHANEL virtues.2. Focus: Teaching Expected BehaviourEffective instruction requires more than providing the rule – it requires instruction, practice, feedback, re-teaching, and encouragement (Sprague & Golly, 2005). Instruction takes place each day, throughout the day, all year long. With our older students we have found strong positive results when staff:
Remind = Regularly remind students of behaviours, procedures and routinesSupervise = Monitor student performance or compliance in all settingsFeedback = Provide feedback, when students demonstrate expected behaviours
or when students make a social error and need corrective feedback. In addition, direct teaching may be done using one, or a combination of the following:
• Beginning of school year;• ‘Pastoral care period’, weekly throughout the year;• Time built into the first weeks of schools and boosters later in the year;• Assemblies followed by group practice;• New student orientation when needed;• Student ambassadors may serve as orientation models for newly enrolled students.
General capabilities, a key dimension of the Australian Curriculum, are addressed explicitly in the content of the learning areas. At St Peter Chanel School the teaching of positive behaviours is supported and informed by the resource, You Can Do It! Education - Program Achieve, particularly in the early years.
3. Feedback: Encouraging Productive Behaviours for LearningTier 1 Universal Supports:Feedback should cause thinking (Dylan Wiliam, 2011). In education, we use the term feedback for any information given to students about their current achievements (Wiliam, 2011 pp.122). Feedback to students provides them with the way to move their learning forward and make progress in their learning. Our BCE schools should encourage and motivate students, both as they are learning the expected behaviours and then to maintain those skills and dispositions as students become more fluent with their use. Specifically, our school encouragement system utilises effective, specific positive feedback, adult attention (contingent and non-contingent) and a tangible reinforcement system.The encouragement strategies in place for school and classroom include, but are not limited to:
School practices that encourage expected behaviours
Classroom practices that encourage expected behaviours
Awards for CHANEL Virtues Class encouragersGotcha ticket in weekly draw Points system for class reward
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Tier 2 Targeted Supports:Targeted evidence-based interventions play a key role in supporting students at risk of academic and social problems and may prevent the need for more intensive interventions (Sailor et.al., 2009). These students consistently have trouble with low level but disruptive behaviours that interfere with instruction and hinder student’s learning. Targeted inventions should be timely and responsive and use similar strategies and social curriculum across a group of students. Students are identified proactively, using academic, behaviour and attendance data accompanied by teacher nomination or through a screening process. Our targeted supports have systems in place to monitor student progress, make modifications, and gradually decrease support as student behaviour and engagement improves.Targeted interventions at St Peter Chanel include:• Check-in, Check-out Behaviour Education Program (Horner)The program builds on the school-wide expectations by providing students with frequent feedback and reinforcement from their teacher/s, a respected facilitator and the student’s parents for demonstrating appropriate behaviour and academic engagement. The ultimate goal is to move the student to self-management. • The Check and Connect Program (Christenson et al, 2012)The core of Check & Connect is a trusting relationship between the student and a caring, trained teacher mentor. This mentor both advocates for and challenges the student and partners with the family, school and community to keep education salient for the student.• The Social Skills ClubThis type of intervention involves directly teaching social skills to enhance a student’s ability to interact with peers and adults. Whilst social skill instruction may be part of the work done in universal supports (refer to page 6 onwards), this type of targeted support occurs in smaller groups with students who require additional practice and feedback on their behaviour.Tier 3 Personalised Supports:Successful outcomes for students whose behaviour has not responded to universal or targeted supports are dependent upon our ability to intervene as early as possible with appropriate evidence–based interventions. A function-based approach is an essential feature of Positive Behaviour 4 Learning.
• Personalised supports currently on offer at the school include:• Functional Behavioural Assessment and designing an Individual Behaviour Support Plan• Pro-active, Collaborative Problem-Solving process (Dr Ross Greene) • Guidance Counsellor support services• Student Support Team case management - planning and implementation of individualised
support plans and monitoring data• Partnerships with outside support agencies and specialists• The Check and Connect Mentoring Program – (Christenson et al, 2012).
Functional Behavioural Assessment (FBA) is a collection of methods for obtaining information about the antecedents (things that student experiences before the behaviour of interest), behaviours (what the student does) and the consequences (what the student experiences after the behaviour of interest). The purpose is to identify the reason (function) for the behaviour and to use the information to develop strategies that will support positive student performance while reducing the behaviours that interfere with the student’s successful functioning at school (Witt et al., 2000). The FBA, together with the function-based intervention procedures, provides the bulk of the information needed to develop an effective and long-lasting Behaviour Intervention Plan that eliminates problem behaviours, increases desirable behaviours and changes settings so that desirable behaviours are more likely to occur.
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Interventions linked to the function or purpose of the behaviour, have proven to be more effective than interventions that simply increase reinforcement for “appropriate” behaviour and penalties for problem behaviour (Umbreit et al, 2007). FBA is a flexible process that can be adapted to many situations. The complexity of the process will be informed by the complexity of the situation. The FBA process and the development of an individual plan may include:
1. The collection of background information through student files and interviews with relevant stakeholders including the student and their parents;
2. Observations in the classroom;3. Collaborative meetings to share information and plan effective intervention strategies;4. Teaching replacement behaviours;5. Creating routines and environments to facilitate success;6. Monitoring and evaluating the effectiveness of the behaviour plan.
4. Feedforward: Responding to Inappropriate BehavioursEven with our positive approach to teaching and supporting appropriate behaviour, some problem behaviour will still occur. For some students, they do not know how to perform the expected behaviour or don’t know it well enough to routinely use it at the appropriate times. For other students, they are not sufficiently motivated or invested in using the appropriate behaviour even when they understand what is expected. For some students, the maladaptive behaviours they are using appear to meet their needs. When responding to unproductive behaviours, all staff need a positive, supportive approach that builds, maintains and sustains relationships with students.To feedforward when responding to unproductive student behaviours, we have a system in place that enables staff to efficiently and effectively respond to a range of inappropriate behaviours, from relatively minor ones, to chronic / persistent minor behaviours and to more serious and major problems. This continuum thinking begins with clarity between those behaviours that can and should be managed by staff, within the context of the classroom and non-classroom settings and those that are serious enough to warrant an office referral. The definitions of teacher managed behaviours (minors) and School Leadership Team (‘office’) managed behaviours (majors) have been included in Appendix 2.Although the teacher is the key problem solver when addressing minor behaviours, they can and should collaborate with and share creative strategies with families and colleagues.Teachers typically address minor behaviours using best practices that include correction and re-teaching. Appendix 3 includes a brief summary of practices that may be utilised. As with all strategies to address inappropriate behaviour, they should be done privately and within a context of learning.The positive, support strategies currently in place for responding to unproductive behaviours at our school under the three evidence-based approaches recommended in BCE SBS policy and procedures include:
De-escalation Problem-solving Restorative• Supervised calm time in a safe
space in the classroom • Supervised calm time in a safe
space outside of the classroom• Set limits• Individual crisis support and
management plan
• Problem-solving • Teacher – student conversation• Work it out together plan –
teacher and student• Teacher – student – parent
meeting• Teacher – student –
leadership conversation
• Student apology• Student contributes back to
the class or school community• Restorative conversation• Restorative conference
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If the inappropriate behaviour persists or intensifies, staff may cease using correctional strategies and utilise crisis prevention strategies with the intent of preventing the behaviour from escalating beyond what can be appropriately managed in the instructional environment. Crisis prevention strategies may include giving a student time away from their regular program in a separate area in the classroom, in another supervised classroom or by a member of the School Leadership team in the office area. The intent of the ‘time away” is for a student to regain control of their own behaviour.For “office managed” behaviours, the behaviour is more serious or a chronic disruption, or there are concerns for safety for the student or others, or is a potentially illegal behaviour. This will typically result in actions taken by the School Leadership team that may include more intensive teaching and / or restitution activities, together with strategies to help the student handle future situations. Parent/carer conferences may also take place following such behaviour. A small number of staff members have been trained in Management of Actual and Potential Aggression (MAPA) and these protocols inform our system, or behaviour crisis management plan. St Peter Chanel School values the safe management of disruptive and assaultive behaviour. We acknowledge that there are two forms of aggressive or hostile behaviour: verbal acting out where verbal intervention skills are the choice of response, and physical acting out when aggression becomes physical and trained staff members draw from a repertoire of safe physical intervention techniques to control the physical acting-out behaviour.Typically there are four levels when a crisis develops.
1. The Anxiety Level sees a noticeable increase or change in behaviour, with the non-directed expenditure of energy, e.g. pacing, finger drumming. At St Peter Chanel School this brings a supportive staff response which is characterised by an empathic, non-judgemental approach attempting to alleviate anxiety. Verbal and non-verbal techniques are employed by staff (for example Proxemics – personal space, and kinesics – body language) to assist with de-escalating the behaviour.
2. The Defensive Level which is the beginning stage of loss of rationality when an individual often becomes belligerent and challenges authority. At St Peter Chanel School this sees a directive response where staff members take control of a potentially escalating situation by setting limits. If a teacher or school officer perceives that behaviour may escalate beyond this level, they can use the school phone system or walkie talkies (including the ‘red flag alert’) to give a signal or call for assistance in a crisis or critical behaviour incident. In this instance it may be necessary to use a Nonviolent Crisis Intervention Strategy.
3. The Acting Out Person experiences a total loss of control, and at St Peter Chanel School (as a last resort) we may see the use of Management of Actual and Potential Aggression (MAPA) by trained staff*. This intervention is used if the person is no longer responding to reason and presents a danger to him/herself, staff or other people in the area. * This is a safe, non-harmful behaviour management system designed to help trained staff, as professionals, provide the best possible care, welfare, safety and security of disruptive, assaultive, and out of control individuals even during their most violent moments. Staff members who are trained in this method of intervention are required to do an annual refresher course, as well as regular updates and practice sessions.
4. Tension Reduction sees a decrease in physical and emotional energy that occurs after a person has acted out, characterised by a regaining of rationality. At St Peter Chanel School this brings the employment of the Therapeutic Rapport approach to re-establish communication with the individual. It allows time for the individual to fully calm down and regain rationality. It provides opportunity for closure, debriefing and re-establishment of a therapeutic relationship with the individuals involved.
Following such an event, an additional debriefing of the crisis (or major behaviour incident) for staff involved is a priority at our school. This is typically led by a member of the school’s Leadership Team or Student Support Team.
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If a student’s behaviour results in significant unsafe and/or unacceptable words or actions (which may, for example, compromise the safety of themselves or others), part of the school support process will involve the teacher concerned completing a report in the Student Behaviour Support System (SBSS), following discussion with a member of the School Leadership Team. Parents/carers are also contacted by the class teacher or a member of the School Leadership Team to provide information regarding the event.
Learning-based ConsequencesEffective consequences result in greater learning and often involve learning tasks or opportunities directly related to the inappropriate behaviour. Role play or practice, reflecting on the behaviour and the alternative, arranging a situation for the student to demonstrate a skill and making amends for behaviour that impacted others are all powerful learning-based consequences. Effective consequences maintain student dignity and invite the student to take responsibility for his/her behaviour and be part of the solution.
P Ideally, they require effort and should leave little incentive to repeat the inappropriate behaviour.
P Consequences are best when they are selected to fit the individual, the specific behaviour and setting, the frequency and severity of the behaviour.
P Fairness means that everyone gets what they need in order to be successful and meet the expectations.
At St Peter Chanel School, we believe that restorative practices are important in our relationships and positive behaviour expectations.Monitoring Inappropriate BehaviourOur monitoring system for both major and minor behaviours assist us in making decisions about when to engage other supports to address the problem. Typical consideration would include:
• The student is losing instructional time because of his/her behaviour.• The behaviour is occurring frequently, requiring substantial teacher time.• The intensity of the behaviour draws attention of those close-by causing
disruption to activities.• The student is not responding to universal supports.
Figure 1 describes our universal school-wide behaviour support systems and decision-making processes.Targeted and Individualised Supports as a Response to Problem BehaviourOur evidence-based practices for targeted and individualised support have been described in the previous text. Throughout the decision making process, data is used to guide us to ask the “right” questions. The right question, asked at the appropriate time can deepen the discussion from the concerns about an issue, to precision in identifying the problems or challenges faced and the opportunities for growth or improvement (Newton et.al, 2009). Figure 2 describes our Targeted and Individualised response and decision-making processes.
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.5.
Po
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edba
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pra
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epet
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havi
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1.
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s –
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ack
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hool
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2.
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ect–
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blem
sol
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con
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g. W
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itor –
che
ck in
with
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dent
s, re
min
d st
uden
ts o
f ex
pect
ed b
ehav
iour
.
16 Back to Contents
St P
eter
Cha
nel S
choo
l, Ta
rget
ed a
nd In
divi
dual
ised
Res
pons
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blem
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se e
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P eff
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EP.
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sitio
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ontin
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odify
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Inte
nsiv
e Be
havi
our S
uppo
rtIs
the
beha
viou
r com
plex
, int
ensi
ve o
r sev
ere?
Is th
e st
uden
t at r
isk
of S
uspe
nsio
n,
Neg
otia
ted
Cha
nge
of S
choo
l or E
xclu
sion
?
Is th
e Be
havi
our S
uppo
rt Pl
an W
orki
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Is th
e Be
havi
our S
uppo
rt Pl
an W
orki
ng?
The
stud
ent /
par
ents
are
en
gagi
ng in
the
Supp
ort
proc
ess?
yes
yes
yes
yes
yes ye
s
no no
no
no
no
no
Star
t
Exit
17 Back to Contents
Brisbane Catholic Education Formal Sanctions If a child’s behaviour adversely affects the growth and development of the other members of the school community, the Principal may consider formal sanctions. Formal sanctions include the following:
1. Detention 2. Suspension3. Negotiated Change of School4. Exclusion
The school follows each of the BCE Procedures for these formal sanctions. For appeals, the school also aligns to BCE processes.Detention is any period when a student is required to remain at school, in a particular location or in an activity, in ‘non-class’ time, such as lunchtime, afternoon tea time, recreation time, after school, or non-school days. The Principal of the school (or their delegate), if satisfied that a student has behaved in an inappropriate manner, may impose a detention on that student which is age and developmentally appropriate. In such an event, the student’s safety and well-being will be addressed. If the school intends to detain the student after normal school hours, the parents/caregivers of the student are notified and the school is informed of the arrangements in place for the student’s travel from school to home. Suspension of a student from St Peter Chanel School will only be used when other available measures have been implemented without success, where the situation is serious, or demands an immediate response. Suspension is the temporary, full-time or part-time withdrawal of a student from the school and/or school related functions for a defined period. Suspensions can be conducted as an in-school suspension or an out-of-school suspension. In some circumstances, a change of school to another Catholic school, to a school in another sector, or to an alternative educational setting, may be agreed to be the most appropriate means to responsibly support a student’s wellbeing and/or learning needs. Such a change, known as a negotiated change of school, offers the student an opportunity for personal growth and for a fresh start in an environment more suited to the student’s needs and circumstances. In extreme circumstances, the Principal may, in consultation with appropriate Brisbane Catholic Education (BCE) personnel, make a submission recommending the exclusion of a student from a BCE school. Students will not normally be excluded unless a clearly documented range of strategies has been tried and unless the cause of the behaviour has attempted to be identified and addressed. Exclusion is the full-time withdrawal of a student’s right to attend a particular school and school related functions, on the authority relevant BCE staff. Exclusion for serious non-compliant behaviours will be considered only as a last resort.Appeals by parents/caregivers in relation to suspension or exclusion are to follow BCE regulations and procedures. Parents, or students living independently, who consider that correct procedures have not been followed, or that an unreasonable decision has been made, may appeal.
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Bullying and Cyber Safety The St Peter Chanel School Community endeavours to build a quality, safe environment where learning is relevant, motivating and meaningful as our children develop the knowledge, skills and Christian values needed for life’s journey. Our community strives to create a supportive learning environment by:
• treating each other with dignity and respect • adopting a proactive rather than a reactive approach to bullying • taking a multi-faceted approach to prevention and response to bullying • working together to create a shared understanding of processes and procedures around
bullying.Bullying is:
“[the] repeated oppression, psychological or physical, of a less powerful person by a more powerful person or group of persons (Rigby, 1996).”
Bullying is when someone gains power over another person by hurting or harming that person, more than just once. Bullying is intentional and there is an imbalance of power. Bullying is continuing to ‘pick on’ someone, torment them or exclude them, so that the person feels helpless. Cyberbullying is another form of bullying using technology, such as a computer or mobile phone via text messaging, MSM, social networking, photographs and web pages. A bystander is a person who witnesses a bullying incident as an onlooker. At St Peter Chanel School, we agree that if you are a bystander who encourages bullying behaviours, your behaviour is considered to be bullying. It is essential that if a person witnesses bullying behaviour, they report the incident immediately to a teacher or member of the School Leadership Team. Bullying may include:
• Physical: hitting, kicking, pinching, scratching, any form of violence, threat or intimidation that could cause physical harm;
• Verbal: name calling, sarcasm, spreading rumours, persistent teasing, intimidation, lying about someone;
• Emotional: excluding, tormenting, ridicule, humiliation, intimidation; • Racist: taunts, graffiti, gestures, intimidation;• Sexual: unwanted physical contact, abusive comments, intimidation; • Cyber: unwanted text messages, emails, information technology, intimidation.
Bullying is not:• A ‘one off’ incident involving social isolation, conflict, random acts of
aggression/intimidation or meanness;• Conflict between two students where there is equal balance of power between students
and both students want to find a solution to the conflict;• Talking to a teacher or parent about something that someone has done; • A random act of hurt or harm against another without that student provoking the other; • A random act of destroying property; • Leaving someone out of an activity once because of different interests or skills; • Standing up for others and reporting bullying behaviours; • Accidents where there is no intention to hurt or harm.
19 Back to Contents
Responsibilities of Children• To have knowledge about and an understanding of bullying, bullying behaviours,
bystanders;• To appropriately report incidents of bullying – if you believe you are being bullied or you
have witnessed bullying as a bystander; • To not engage in bullying others;• To choose and use an appropriate strategy to stand up for yourself first and then report
to an adult;• As a bystander, choose and use an appropriate strategy to help the students involved
and report to an adult.ResponsibilitiesofStaff
• To have a well-developed understanding of bullying, bullying behaviours and bystanders;• To model, educate and suggest appropriate, positive anti-bullying behaviours and
supportive bystander behaviours;• To listen to all student reports and watch for signs of possible bullying;• To ensure that children are supervised adequately at all times;• To respond to all reported and observed incidents of bullying as set out in this plan under
Responding to Bullying. This includes identification of potential bullying by reporting through the Student Behaviour Support System (SBSS) (refer to Appendix 4).
Responsibilities of Parents• To support the information outlined in the St Peter Chanel School Bullying Position; • To have knowledge about and an understanding of bullying, bullying behaviours,
bystanders; • To model, educate and discuss appropriate, positive anti-bullying behaviours;• To watch for signs of possible bullying;• To inform one’s child’s teacher or a member of the school’s leadership team of any
potential bullying related incident, as soon as possible;• To encourage and support one’s child to inform a teacher if they are being bullied or have
witnessed bullying as a bystander;• Parents may need to speak to the class teacher on their child’s behalf about bullying. Under
no circumstances should parents contact other parents or children regarding the issue.
Response to bullying When an investigation about bullying is required, the following procedures will be followed:
Step 1: St Peter Chanel School adopts a ‘no blame’ approach and process in the first instance. Those involved will be interviewed by the Principal or a member of the Leadership Team and made aware of the suspected bullying and the school’s anti-bullying position. At this stage, there may not be any consequences and parents may not be notified. The incident, if deemed not to be bullying, will be referred back to the classroom teacher so the incident can be tracked according to the Behaviour Support Plan.
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Step 2: If bullying is identified, Leadership Team members may choose to use the following methods (Rigby, K. 2013) with the children involved:
• Mediation • Serious, focused talks • Restorative approaches including individual or group counselling • Strengthening the victim (target)• Method of shared concern (if a group of children is involved)
(Explanation of methods: http://www.kenrigby.net/11b-A-simplified-guide )
Parents of both the perpetrator (the child exhibiting the bullying behaviour) and the victim (target) will be notified of the level and severity of the incident and its consequences. A record of the incident is kept on file using Student Behaviour Support System (SBSS). Step 3: Continued bullying would result in a further action plan being devised, appropriate consequences for the child, and further dialogue with the parents. The Guidance Counsellor and /or Learning Support may be involved in formulating this action plan according to BCE’s Anti-Bullying Policy. Support for the Victim and the Child Exhibiting the Bullying BehavioursWe support the victim (target) in the following ways:
• Offering the victim an immediate opportunity to talk about the experience with their class teacher, or another teacher or member of administration;
• Individual counselling sessions to discuss strategies which may include how to deal with bullying behaviours, mediation if appropriate and discussion to clarify appropriate restorative response for victim;
• Informing and collaborating with the child’s parents;• Continuing to monitor the child’s behaviour and offering appropriate support;• Reinforce processes for reporting of bullying incidents;• Document incidents and actions using Student Behaviour Support System (SBSS).
We support the child exhibiting the bullying behaviours / perpetrator in the following ways: • Talking immediately with their class teacher, another teacher or member of administration
about what has happened and the behaviours the child has been displaying;• Individual counselling sessions discussing seriousness of behaviours, restorative
response to victim, changes in their behaviour and support that may be needed. This may include mediation sessions, revisiting of anti-bullying behaviour expectations or referral to Student Support Team;
• Informing and collaborating with the child’s parents; • Continuing to monitor the child’s behaviour and offering appropriate support;• Enforcing appropriate consequences that are directly linked to the child’s bullying
behaviour;• Document incidents and actions using Student Behaviour Support System (SBSS).
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Positive, Proactive Anti-bullying Approaches at St Peter Chanel School At St Peter Chanel School we take a positive, proactive approach to anti-bullying by teaching positive strategies for dealing with inappropriate or bullying situations. We use the Break Through Bullying resources to inform the anti-bullying campaign which we visit throughout the year. This campaign includes:
• Specific, targeted teaching of one strategy a week at the beginning of each year; • School leaders taking responsibility for reinforcing of strategy through assemblies; • Periodic staff reminders of anti-bullying strategies in the Weekly Bulletin; • Visual supports displayed in each classroom with appropriate posters; • Revisiting strategies throughout the year at significant times e.g. Child Protection Week,
National Day of Action Against Bullying and Violence.The five anti-bullying strategies for students from Prep to Year 2 are “be AWARE”. The strategies are as follows:
A is for Ask them to stop W is for Walk away A is for Ask a teacher to help R is for Remember to ignore B is for Even try to make friends
The anti-bullying strategies for students from Year 3 to Year 6 are “Chill Out”. The strategies are as follows:
C is Change the subject H is Have a joke I is Ignore them L is Look confident L is Look them calmly in the eyesO is Or walk away U is U can tell a teacher or adultT is Talk about it.
Our Student Behaviour Support Data - Data Informed Decision MakingThe BCE Engage Student Support System is the database all BCE schools are required to use to collect behavioural data for analysis and decision-making. The Engage Student Support System has capacity to record minor and major behavioural incidents so that schools can make data informed decisions about student supports. It also has capacity for schools to record, store and analyse Tier 2 Targeted and Tier 3 Personalised supports, information and data.It is mandatory for all BCE schools to record major incidents of bullying, weapons and drugs incidents and complete the accompanying record documentation in the system as comprehensively as possible. Suspension records are also mandatory to complete in the database. St Peter Chanel School uses behavioural data together with other data sources to make data informed decisions about student supports. This includes team meetings to analyse universal school data and feedback to staff meetings, as well as the Student Support Team who meet weekly and when necessary analyse and prioritise students requiring or enrolled in Targeted or Personalised supports.
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Student Behaviour Support Leadership and Professional Learning forSchoolStaffThe leadership structures within the school that support student behaviour include PB4L ‘teams’:
– the universal support team is mainly teachers and occasionally school officers plus leadership,
– targeted and/or individual support team(s) consists of Support Teachers, the Guidance Counsellor, leadership and we may add teachers who are on the universal support team for consistency. The frequency of this team’s meetings is dependent on student needs.
– The Student Support Team that may address individual or targeted supports meets weekly, under the guidance of the Support Teacher: Inclusive Education, who coordinates meeting agendas and minutes, together with analysis of Engage Student Support System data.
St Peter Chanel staff are involved in a variety of professional learning around positive behaviours. Examples include:
• Management of Actual and Potential Aggression (MAPA) training for a small number of targeted staff;
• Positive Behaviour 4 Learning Team attends key network sessions as provided by BCE;• Maintaining school capacity to do Functional Behaviour Analysis (FBA) and design
individual plans by ensuring there is always one trained staff member, with access to others as needed;
• Maintaining a currency in effective pedagogy by participating in initiatives, such as Visible Learning. Staff that have effective pedagogy will have engaged students.
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ReferencesArmsden, S. and Graham, M. (2014) PB4L Skinny Plan, Brisbane, Australia: Brisbane Catholic Education.Australian Curriculum, Assessment and Reporting Authority (ACARA, 2011). General capabilities in the Australian Curriculum. Sydney, NSW: ACARA. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2002). Positive Behavior Support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4, 4-16.Christenson, S., Stout, K. & Pohl, A. (2012) Check and Connect- Implementing with Fidelity. University of Minnesota.Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem Behavior in schools. New York: Guilford Press.Department of Education and Training (2017). Statement of expectations for a disciplined school environment. Brisbane, Queensland: DET. Retrieved from http://education.qld.gov.au/behaviour/docs/statement-of-expectations.pdfGreene, R.W. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.Horner, R. H. & Sugai, G. (2005) School-wide positive behavior support: An alternative approach to discipline in schools. In L. Bambara & L. Kern (Eds.), Positive behavior support (pp359-390). New York: Guilford.Lewis, T. J., & Newcomer, L., Trussell, R., & Richter, M. (2006). School-wide positive behaviour support: Building systems to develop and maintain appropriate social behaviour. In C.S. Everston & C.M Weinstein (Eds.), Handbook of Classroom management: Research, practice and contemporary issues (pp833-854). New York: Lawrence Erlbaum. Newton, S. J., Horner, R. H., Algozzine, R. F., Todd, A. W., & Algozzine, K. M. (2009). Using a problem-solving model to enhance data-based decision making in schools. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.) Handbook of positive behavior support (pp. 551-580). New York, NY: Springer Sailor, W., Dunlap, G., Sugai, G., & Horner, R., Eds. (2009) Handbook for positive behavior support. New York: Springer Science and Business Media.Ministerial Council for Education, Early Childhood Development and Youth Affairs (MYCEEDYA, 2011). National Safe Schools Framework. Carlton, Victoria: MYCEEDYA. Retrieved from https://docs.education.gov.au/system/files/doc/other/national_safe_schools_framework.pdf
Rigby, K. Ken Rigby.net Bullying. Retrieved from http://www.kenrigby.net/11b-A-simplified-guide
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Sailor, W., Dunlap, G., Sugai, G., & Horner, R., Eds. (2009) Handbook for positive behavior support. New York: Springer Science and Business Media.Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston, MA: Sopris West Educational Services.Sugai, G., & Horner, R.H. (2002). The evolution of discipline practices: School-wide positive behaviour supports. Child and Family Behavior Therapy, 24. 23-50.Witt, J. C., Daly, E. J., & Noell, G. (2000) Functional Behaviour Assessment: A Step by Step guide to solving Academic and Behaviour Problems. New York: Sophis West.
Relevant Brisbane Catholic Education Policies• BCE Student Protection Processes• Management of Drug Related Incidents• Management of Weapons in Schools• Code of Conduct • Student Attendance Policy • Student Diversity and Inclusion Policy• Student with Disability Policy• Student Behaviour Support Portal • Student Behaviour Support Policy • Student Behaviour Support Procedures• Student, Parent and Guardian Complaints Management Policy• Student Wellbeing Policy.
25 Back to Contents
Appendices
26 Back to Contents
Appe
ndix
1
27 Back to Contents
Appendix 2
BehaviourDefinitionsMinor Behaviours
Descriptor Definition Example/Non-Example1 Inappropriate verbal
languageStudent engages in low intensity instance of inappropriate language
Calling someone an “idiot”, swearing if they kick their toe
2 Physical contact Student engages in non-serious, but inappropriate contact
Pushing in the tuckshop line
3 Defiance/non-compliance
Student engages in brief or low intensity failure to respond to adult requests
4 Minor Disruption Student engages in low intensity, but inappropriate disruption
Calling out, talking to a peer in class
5 Uniform violation – Minor
Students wears clothing that is near but not within the school’s dress code
Wrong socks, wrong shorts for sport
6 Technology Violation - Minor
Student engages in non-serious but inappropriate (as defined by the school) use of mobile phone, mp3 player, camera, iPad and/or computer
7 Property misuse Student engages in low intensity misuse of property
Using equipment contrary to its design or purpose
8 Late Students arrive late to class Tardy (e.g. late to class not late to school) as this is often beyond the control of a primary school student
9 Out of Bounds Student is in an area within the school grounds that has been designated “off limits” at that particular time
10 Lying/Cheating Student engages in “White Lies”
11 Teasing Isolated inappropriate comments (ongoing teasing would fit under bullying)
12 Sexual Behaviour Sexual behaviours that are normal, age-appropriate, spontaneous, curious, mutual, light-hearted, and easily diverted experimentation.
Green light behaviours
13 Incomplete tasks Student has failed to complete a set piece of work in a clearly specified time frame
Has difficulty starting a learning task, continuing on task, or completing learning tasks
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Appendix 2 cont.
BehaviourDefinitionsMajor Behaviours
Descriptor Definition Example/Non-Example1 Verbal Aggression Language directed at others in a
demeaning or aggressive mannerSwearing, aggressive stance, language directed to hurt or show disrespect, intimidating body language, intimidating tone of voice
2 Physical Aggression Actions involving serious physical contact where injury might occur
Hitting, punching, hitting with an object, kicking, pulling hair, spitting, biting, choking, scratching etc.
3 Harassment/Bullying Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes
Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters
4 Defiance/non-compliance – Major
Refusing request of a teacher or supervisor, talking back in an angry and/or rude manner to staff, ignoring/walking away from staff, running away
5 Major Disruption Persistent behaviour causing an interruption in a class or an activity
Sustained loud talking, yelling or screaming; noise with materials; and/or sustained out-of-seat behaviour
6 Major Dress Code Violation
Student wears clothing that does not fit within the dress code of the school
“Gang” undershirts, offensive T-shirts etc.
7 Property Damage/Vandalism
Student participates in an activity that results in substantial destruction or disfigurement of property
Throwing a computer, graffiti of school buildings, arson
8 Skip Class/Truancy Students leaves class/school without permission or stays out of class/school without permission
9 Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property
10 Forgery/Plagiarism Student has signed a person’s name without that person’s permission (forgery). Plagiarism is submitting someone else’s work as your own. It occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common knowledge) material without acknowledging its original source.
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Appendix 2 cont.
BehaviourDefinitionsMajor Behaviours (cont’d)
Descriptor Definition Example/Non-Example11 Major Technology
ViolationStudent engages in inappropriate (as defined by school) use of cell phone, music/video players, camera, and/or computer.
Accessing inappropriate websites, using someone else’s log in details, inappropriate additions to Facebook (written and images)
12 Use/possession of Alcohol
Student is in possession or is using alcohol
13 Use/possession of Other Drugs
Student is in possession of or is using illegal drugs/substances or imitations or is using prescription drugs contrary to their doctor’s directions
14 Misuse of Legal Drugs
Inappropriate use or distribution of legal drugs/medications
Intentionally overdosing of ADHD medications. Sharing around an inhaler to get a “Buzz”
15 Use/possession of Tobacco
Student is in possession of or is using tobacco either at school or on the way to and from or at any time they are in school uniform
16 Use/possession of Weapons
Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm
17 Use/possession of combustibles
Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid)
18 Bomb Threat/False Alarm
Student delivers a false message of possible explosive materials being on-school site, near school site, and/or pending explosion with the intent to disrupt school
The intent is one of a “prank” to disrupt the school day and/or Emergency Services
19 Academic Disengagement
Student does not complete and/or submit summative assessment pieces or avoids exams
Avoiding group assignment work, minimal drafting of assessment or has difficulty engaging with learning over a period of time
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Appendix 3
Strategies to Manage Minor Behaviour
Technique Explanation
Proximity Every teacher knows how effective it is to stand near a child who is having difficulty. This technique is the strategic placement/movement by the teacher in order to encourage positive behaviour. The teacher is a source of support and strength and helps the student to control his/her impulses by his/her proximity.
SignalNon-verbal Cue
Teachers have a variety of signals that communicate to the student what is expected. These non-verbal techniques include such things as eye contact, hand gestures, a card system, picture cues, etc. Such simple cues suggest that the teacher is aware of the student’s behaviour and is prepared to intervene if the behaviour continues. This works best when the teacher has a relationship with the student(s) and the non-verbal cues have already been taught to the group.
Ignore/Attend/Praise This technique is based on the power of praise or specific positive feedback. The teacher praises an appropriately behaving student in proximity to the inappropriately behaving student. The praise serves as an indirect prompt for the misbehaving student and reinforcement for the one behaving appropriately. When the student exhibits the appropriate behaviour, attention and praise is then provided.
Restitution “Involves having the student compensate for any damage that is a result of his or her actions. Restitution is required to repair any damage done, restore the environment to its original condition, or make amends to persons who were affected by the behaviour”. (p.453 Scheuermann & Hall, 2012)
Re-direct This strategy employs a very brief, clearly and privately stated verbal reminder of the expected behaviour. A re-direct includes a specific restatement of the schoolwide, non-classroom or classroom rule/procedure. A re-direct emphasis the “what” of the behaviour instead of the “why”.
Re-teach Re-teaching builds on the re-direct above and re-teaches the specific expectation in question and reminds of the procedures or routine for doing so. It capitalises on the teachable moment to review the expectation more thoroughly yet briefly. As in all instruction, you label the skill, teach and show, and give the student the immediate opportunity to practice demonstrating the behaviour. Once the student uses the appropriate behaviour, specific positive feedback should follow.
Provide Choice Providing choice can be used when re-directs or re-teaching have not worked. This is the statement of two alternatives – the preferred or desired behaviour or a less preferred choice. When options are paired in this way, students will often make the preferred choice. Pause after providing the choice, and when the student chooses wisely, provide praise.
StudentConference
This is a lengthier re-teaching or problem solving opportunity when behaviour is more frequent or intense. The behaviour of concern is discussed, the desired behaviour is taught, and a plan is made to ensure the behaviour is used in the future. A student conference might include practice.
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School Behaviour Support System (SBSS) – Record of Incident (ROI)
Appendix 4
SPC Record of Incident (ROI) A ROI of incident is to be filled in when is a minor or major behaviour has been displayed by a student at St Peter
Chanel School.
Time:- Date:- Child’s Name:-
Location (Circle):-Toilets Pangela St Stop Drop Go Church Classroom Library Charity Cowley
Excursion/Camp Oval Quad Office Tennis Court
Learning Area Category (Circle):-General English HPE HASS Languages Mathematics RE Sciences Technologies The Arts Sport Socialising/Play Transitions Off Campus activity OSHC
Incident Outline:-
Behaviours (Circle) With Whom:-
MinorInappropriate Verbal Language Physical Contact Defiance/Non-compliance Minor Disruption
Uniform Violation – Minor Technology Violation - Minor Property Misuse LateOut of Bounds Lying/Cheating Teasing Sexualized Incomplete Tasks
MajorVerbal Aggression Physical Aggression Harassment/Bullying Major Disruption
Defiance/non-compliance – Major Major Dress Code Violation Property Damage/VandalismSkip Class/Truancy Theft Forgery/Plagiarism Major Technology Violation
Use/possession of Alcohol Use/possession of Other Drugs Use/possession of TobaccoMisuse of Legal Drugs Use/possession of Weapons Bomb Threat/False Alarm
Use/possession of combustibles Sexualized Academic DisengagementResponses (Circle Below):-
DeescalateDecrease demands
Setting LimitsTimeout
Problem SolvingCollaborative PSPeer MediationPeer Support
Request for further supportTeacher/Parent conferenceTeacher/student conference
RestorativeRestorative conversations
Reported By:-
