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Behaviour management

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Narangba Valley State High School

Responsible Behaviour Plan

NARANGBA VALLEY STATE HIGH SCHOOL

RESPONSIBLE BEHAVIOUR PLAN FOR STUDENTS

1. PURPOSE

Education Queensland is committed to provisions that ensure all young Queenslanders have a right to and receive a quality education.

RATIONALE - OUR VISION

In partnership with our parents and community, Narangba Valley SHS will provide all students with access to high quality education that equips them with the knowledge, skills, and attributes needed for the future and enables them to participate in and contribute to a culturally socially and economically vibrant society.

OUR VALUES AND BELIEFS

 Every individual has the opportunity to optimise his/her potential.

 Our school will be a safe and caring family environment.

 Traditional values associated with discipline, presentation, manners, civic responsibility, leadership underpin our many structures and programs.

 Each student’s learning is enhanced by peer interactions not hindered.

 High quality teaching, utilising where appropriate, the latest technologies to yield high quality learning outcomes.

 Provision of effective linkages with primary schools by pursuing middle schooling philosophies in the early years with a smooth transition to extensive senior schooling programs in later years results in improved learning outcomes.

SCHOOL CONTEXT

Narangba Valley SHS is a Band 11 school with 1650 students. The school opened in 2000 and has rapidly grown as each new cohort has come on line.

The school catchment area draws from Deception Bay, Moreton Downs, Morayfield, Narangba, Burpengary and other areas Eatons Hill, Beachmere, Pine Rivers, Caboolture and other bayside suburbs. An enrolment management plan has been enacted for 2006.

The socio-economic profile of our school community indicates a significant number of both middle income and low income earners with a small percentage of disadvantaged groups. Narangba is a growing community with little social infrastructure. This has a major impact on student behaviour.

2. CONSULTATION AND DATA REVIEW.

In 2004, NVSHS engaged in a re-visioning process which elucidated the community’s views about the current reputation and the desired reputation.

Generally parents, staff, students and community believed that this is a progressive school with a good standard of discipline and where students were usually well-behaved, although some students exhibited inappropriate behaviour.

This “provisioning” process saw RESPECT, INTEGRITY and COMMITMENT embedded as the three core values of the school, underpinning all that we do.

In 2009 as part of a the re-visioning process “Vision 2010” the school again consulted its community of students, parents and teachers through targeted surveys, including the use of school opinion survey data, One school incident and attendance data. This resulted in a number of processes to re-invigorate our values based approach to education and adjustments to the school Responsible Behaviour Plan.

3. SCHOOL BELIEFS ABOUT BEHAVIOUR AND LEARNING

 Respect, integrity and commitment, our core values, underpin all actions at NVSHS.

 Respect, Integrity and Commitment need to be taught explicitly to assist students to become self-aware, socially aware and self-manage their own behaviour.

 Students are strongly encouraged to “own” (self-manage) their own behaviour, as are all school community members and to accept that all behaviour has consequences (positive and negative).

 Students learn in different ways/styles and require different pathways to meet their optimal potential. NVSHS is committed to providing different learning opportunities and pathways both within and external to the classroom to cater for different student learning needs/styles.

 NVSHS is committed to improving the quality of teaching/learning, providing ongoing professional development to all staff.

 NVSHS is committed to developing and maintaining effective school-wide and classroom systems to support our Responsible Behaviour Plan.

 NVSHS is committed to working in partnership with parents and the wider school community in both policy and practice.

 All actions of NVSHS are rule-guided, not rule-driven.

4. PROCESSES FOR FACILITATING STANDARDS OF POSITIVE BEHAVIOUR AND RESPONDING TO UNACCEPTABLE BEHAVIOUR

NVSHS has a multi-level approach to facilitating standards of positive behaviour and responding to unacceptable behaviour.

EXEMPLARY STANDARD

SUCCESS IN ACTION STANDARD

STUDENT CONTROLLED STANDARD

TEACHER SUPPORTED STANDARD

FACULTY SUPPORTED STANDARD

ADMIN SUPPORTED

STANDARD

5%

1. All students are placed on STUDENT CONTROLLED standard upon enrolment at NVSHS. At this level, students display Respect, Integrity and Commitment in their interactions with school community members and in their approach to their schooling. The core values and associated behaviours are explicitly taught within curriculum to ensure students have knowledge of, and can demonstrate the actions required.

2. All students are strongly encouraged to progress beyond student controlled standard to SUCCESS IN ACTION standard. At this standard, students are active role models demonstrating RESPECT, INTEGRITY and COMMITMENT in all they do. Students can access assemblies and relevant activities and become eligible for Student Representative Council, Sub-school captaincy and school captaincy positions.

3. Some students progress to EXEMPLARY standard in Years 10, 11 and 12. At this level, students are exemplary role models and have exceptional commitment to the school and community in the areas of sport, service, cultural, and academic pursuits. They access leadership training days in Years 10, 11 and 12and also participate in the Student Representative Council.

Positive

Behaviour

Support

Targeted

Support

Intensive

Support

80%

15%

4. a) Students who are unable to demonstrate Respect, Integrity and Commitment and disrupt the learning of others in a specific subject area are placed on TEACHER SUPPORTED standard by the Curriculum HOD who will serve as their case manager in monitoring and addressing the behaviours of concern. Parents are contacted when students are placed on TEACHER SUPPORTED standard.

b) Students who are unable to demonstrate commitment to their studies and truant, are also placed on a TEACHER SUPPORTED card where their attendance is monitored and addressed by the Head of Year (HOY)

5. Students who are unable to demonstrate Respect, Integrity and Commitment and disrupt the learning of others in two or more subject areas are placed on FACULTY SUPPORTED standard and are monitored by the HOD Middle Schooling for Years 8 and 9, and by the HOD Senior Schooling for Years 10, 11 and 12. School support personnel will be involved as will parents to support the student learn the desired behaviours required to demonstrate Respect, Integrity and Commitment.

6. Students who are unable to display Respect, Integrity and Commitment following the support processes involved in TEACHER SUPPORTED or FACULTY SUPPORTED Standard may be placed on ADMIN SUPPORTED Standard. For serious misbehaviours the student may be placed in the Behaviour Support Centre (BSC) or suspended from school and return to school on ADMIN SUPPORTED Standard. Further support will be offered to the student in collaboration with their parents to ensure every attempt is made to assist the student demonstrate appropriate behaviours and reengage with their learning.

This model is also supported by the School Wide Behaviour Support Model. (http://www.pbis.org/schoolwide.htm 14/08/06)

WHOLE SCHOOL BEHAVIOUR SUPPORT

(Primary Prevention)

Whole school behaviour support is demonstrated by the following teaching and learning strategies. Our focus is clearly proactive, involving whole school preventative processes and strategies that actively promote:

 A caring, productive and safe environment for learning and teaching. This is demonstrated by:

* a safe working environment for students, teachers and ancillary staff through a clear and visible anti-harassment/bullying policy (see Appendix 1)

* the provision of a clean, functional working environment through the Effective Environments strategy (see Appendix 2) and Workplace Health And Safety practices

* clearly defined roles and responsibilities for all school community members (see Appendix 3)

*the implementation of well-planned curriculum lessons designed to meet the needs of students with a focus on proactive teaching strategies designed to engage students in their learning (see Appendix 4)

* the provision of, and access to support personnel including Guidance Officer, teacher mentors, Head of Year, Chaplains, School Nurse, Counsellors etc and their support structures

* building positive relationships with students and their families through the reinforcement of desired behaviours, clear communication involving newsletters, website, parent information evenings and letters, positive parent contact and a willingness to discuss issues of concern to students as appropriate.

 Promote an effective learning and teaching environment that allows positive aspirations, relationships and values to develop. This is demonstrated by:

*the embedding of our three core values RESPECT, INTEGRITY and COMMITMENT in all aspects of school life and in all school media products (see Appendix 5)

*offering broad curriculum offerings to all students, providing every opportunity for success. This includes personalisation of the curriculum for at risk students with access to alternative learning programs where necessary.(See Curriculum Offerings for all Year Levels)

*the availability of a broad range of extra curricula activities for all year levels (sporting, cultural and service)

 the recognition of exceptional behaviours in assemblies, newsletters and excursions.

 Foster mutual respect

*providing opportunities for leadership within the school.

*Offering a range of programs with a focus to ascertaining needs of students and parents, including the provision of parent programs

* Maintaining respectful language and professionalism in all dealings with students as a model for appropriate respectful interactions (Staff trained in Child Protection, Code of Conduct, Code of School Behaviour).

 Encourage all students to take increasing responsibility for their own behaviour and consequences of their actions. This will be demonstrated through:

* the explicit teaching of responsible decision making in the Student Development Program (Years 8 – 12)

* the reinforcement of a positive sense of self through a continued focus on RESPECT, INTEGRITY and COMMITMENT and the recognition of extrinsic and intrinsic motivational needs of students.

TARGETTED BEHAVIOUR SUPPORT

(Secondary Prevention)

All teachers employ a range of proactive and reactive strategies designed to facilitate acceptable standards of behaviour. (Refer to Appendix 2, 3,4, 5 &6)

In addition to classroom behaviour support practices, the school offers an array of tailored behaviour support programs designed to meet the specific needs of identified students. One of the roles of the Behaviour Support HOD is to liaise with all HODS/teachers to identify “students of concern”. This occurs several times each year.

This is a data driven process whereby the OneSchool reports are generated for each year level. Deputy Principals then review the data and put forward candidates for prevention and support programs. This list is moderated by the Support Workers Network meeting for prioritising based on need.

As students are identified, programs are tailor made to address the behaviour concerns and are conducted by school staff or external providers. The following is a list of programs:

 Personal counselling both individual and group with school and external agencies

 Small group Anger Management Programs

 Senior Young Men’s Program

 Senior Young Ladies Program (Yr 10)

 Junior Young Ladies Program (Yr 8 and Yr 9)

 Resilience Workshops

 Coping with Anxiety Workshops

 Self Harm

 Worklinks

 SHINE

 Grief and Loss

 Parallel school (modified curriculum)

 CAYS programs

 Save the Children.

As student needs arise, NVSHS is committed to addressing the needs through the development of individual or group programs offered by school staff or external providers where appropriate.

Students identified as requiring Targetted Behaviour Support may also require the development of a Behaviour Support Plan (School Level). The student, their parents/carers, teachers and specialist personnel will be involved in the collaborative development of the plan. Students on Behaviour Support Plans have their attendance and identified behaviour goals monitored in each lesson.

The school also offers a Behaviour Support Centre with the following role:

 A withdrawal/internal suspension room for students whose behaviour is unacceptable in the classroom despite the implementation of appropriate strategies by classroom teachers. Students may be placed in the BSC for 1 lesson to 5 days according on the nature of the disruptive behaviour and the plan in place. Parents will always be informed when students are in the BSC.

 Students may also be placed in the BSC following truancy.

 While in the BSC, students will complete work from each of their subjects and will also have the opportunity to meet with the Guidance Officer and will also be able to access support personnel to assist them address their behaviours.

 On exit from the BSC, students are closely monitored by their case manager. Students will be placed on a Red Behaviour Monitoring Card if placed for longer than 1 day in the BSC. BSC staff are available to assist and facilitate the Classroom Teacher to re-engage with students outside of the regular class setting and negotiate with the student a return-to-class contract.

INTENSIVE BEHAVIOUR SUPPORT

(Tertiary Prevention)

Many of the strategies employed in TARGETTED behaviour support are further employed to support students who despite targeted intervention strategies still have difficulties engaging in their learning. These students are at risk of significant educational underachievement due to inappropriate behaviours.

Students requiring intensive behaviour support will have a specific, Individual Behaviour Support Plan developed with input and consultation from all concerned. The IBSP will be reviewed regularly and adjusted if necessary. In some cases, an Individual Behaviour Support Plan will be developed in consultation with District Office staff.

Interagency groups will be used to assist meeting the needs of students with persistent and challenging behaviours (Please refer Network of Student Support)

Restorative justice may be used when the school’s Responsible Behaviour Plan is violated and relationships are strained between members of our school community. This process will be conducted by trained school personnel or external personnel where appropriate.

MOBILE PHONES, CAMERAS, MP3 PLAYERS AND OTHER ELECTRONIC DEVICES.

The use of mobile phones, cameras, MP3 players and other electronic devices can be disruptive to the learning environment of all students. Narangba Valley State High School has therefore put into place policies to ensure that the rights of all students and staff are respected as well as ensuring a safe and supportive learning environment.

5. CONSEQUENCES FOR UNACCEPTABLE BEHAVIOUR

Any actions or behaviours that are in opposition to the school’s core values of RESPECT, INTEGRITY and COMMITMENT are always to be challenged, with clear consequences imposed for their breach. It is important, however to always consider the individual circumstances of the student involved and the specific situation, and to focus on being rule guided not rule driven…

Descriptor

Examples of Behaviour

Probable Consequences

Where there is a minor breach of RESPECT, INTEGRITY and COMMIMENT

 Late to class

 Ill-preparedness for the lesson

 Lacking appropriate materials

 Possessing Inappropriate materials

 Failure to complete homework

 Talking out of Turn

 Out of Seat

 Not following teacher instructions

 Disruption of the learning process

 Use of Mobile Phone

 Inappropriate use of resources

 Inappropriate language

 Taking equipment from others

 Rule Reminder

 Redirection

 Removal to another seat

 Detention

 Phone Call to Parents

 Confiscation of Inappropriate materials

 Removal to Buddy class

 Referral/ Consultation with HOD Curriculum

 Monitoring on GREEN CARD

Where there is a moderate breach of RESPECT, INTEGRITY and COMMITMENT

 Repeated lateness to class

 Repeated ill preparedness for class

 Repeated failure to complete classwork

 Repeated failure to complete homework

 Repeated failure to follow teacher instructions

 Repeated disruption of the learning process

 Harassment/Bullying including Cyber bullying

 Truancy

 Non-compliance with the schools dress code.

 Misuse of Personal Electronic Devices ( see policy Appendix 11)

 Removal to Buddy Teacher

 Referral/ Consultation with HOD MS /SS

 Consultation with Parents/Caregivers

 Mediations

 Detentions

 Withdrawal to BSC

 Possible inclusion in alternate programs

 Monitoring on YELLOW CARD

 Possible Suspension (1-5 days)

 Possible Cancellation Of Enrolment

Where there is a severe breach of RESPECT, INTEGRITY and COMMITMENT

 Possession of Banned Items (alcohol, drugs, pornography etc)

 Bullying/Harassment including Cyber Bullying

 Abuse of Staff

 Assault of Staff/Students

 Gross Misbehaviour or misconduct whilst attending or representing the school, travelling to or from the school

 Vandalism

 Failure to complete set work, homework and assessment

 Students caught truanting.

 Students refusing to give staff their name.

 Smoking in or around the school grounds or environment (bike jumps or shops) and bringing the school into disrepute

 The recording of, taking photo’s or the videoing of any school activity with any electronic device will result in suspension.

 Students continued attendance at the school is subject to their complying with the behaviour improvement condition (BIC) and contravening is grounds for exclusion.

 “Unauthorised absence” – i.e. where the Principal has not given a student leave of absence

 Bringing a weapon to school eg. knife, baton etc

 Immediate referral to Deputy Principal in charge of Year Level

 Consultation with Parents

 Withdrawal to BSC

 Referral to specialist support personnel

 Possible Inclusion in Alternate programs

 Possible Suspension (1-5 days)

 Possible Suspension (6 – 20 days)

 Possible Exclusion

 Possible cancellation of enrolment

 Possible Application for Dispensation from School

6. Emergency or Critical Incident Responses.

In the event of a critical incident the Principal or his/her nominee will activate the school’s Critical Incident response Plan. See attached appendix.

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

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

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

Basic defusing strategies

Avoid escalating the problem behaviour

(Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language).

Maintain calmness, respect and detachment

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

Approach the student in a non-threatening manner

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

Follow through

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

Debrief

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

7. NETWORK OF STUDENT SUPPORT

We value the skill and expertise of appropriate and authorised support personnel to maximise the outcomes of our students and wholeheartedly enlist their support to further “best meet” the social and educational needs of individual and groups of students. Such personnel fall into three broad categories:

 Support from within Education Queensland

 Support from other State Government Agencies

 Local Community Employers and Support Groups

The Education QLD network includes:

 Teachers

 Teacher Aides

 Ancillary Staff

 Indigenous Support Workers

 Head of Year (Each year level has their own HOY)

 HOD Behaviour Support

 Guidance Officer

 School Nurse

 School Chaplain

 Youth Support Coordinator

 Community Counsellor

 Behaviour Support Consultants

 Industrial Liaison Officers

The State Government Agencies Network includes:

 The Deception Bay and Morayfield Flexible Learning Centre

 Youth Outreach Service (YOS)

 Department of Child Safety Officers

 Queensland Police Service

 Queensland Health

 Connections

 Worklinks

 Caboolture Area Youth Service (CAYS)

 Child Youth Mental Health Service (CYMHS)

Local Community Employers and Support Groups include:

 Local Employers – Atlas Engineering, Powercat Marines etc

 Lions

 Narangba Community Support Centre

 Intercept Youth and Family Service

 Caboolture Regional Domestic Violence and Centre Against Violence

 Worklinks Mentoring Program

NVSHS is committed to continually seeking out and utilising support personnel to further support students hence it is anticipated that the above list of network will continue to grow.

8. CONSIDERATION OF INDIVIDUAL CIRCUMSTANCES

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

NVSHS considers the individual circumstances of students when applying support and consequences by:

 promoting an environment which is responsive to the diverse needs of its students

 establishing procedures for applying fair, equitable and non violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent

 recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state

 recognising the rights of all students to:

o express opinions in an appropriate manner and at the appropriate time

o work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-economic situation, and

o receive adjustments appropriate to their learning and/or impairment needs.

All consideration for individual circumstances must balance the actions of the individual with the rights of all school community members.

Consideration for individual circumstances occurs through the following systemic strategies:

 Behaviour Support Plans– School Level

The aim of the Behaviour Support Plan is to collaboratively develop a plan with the identified student and their caregiver to enable the student to work more effectively to achieve greater personal success. The BSP is a statement of student goals and the related desired behaviours, and involves support from identified relevant school personnel. The key focus of the BSP is to consider what is currently working for the student and to extend their success into other areas. The BSP is closely monitored and reviewed regularly.

 Individual Behaviour Support Plans – District Level

The aim of the Individual Behaviour Support Plan is to provide intensive support for students experiencing difficulty in the conventional school setting. The IBSP is developed following consultation with the student, their caregiver, teaching staff, deputy principals, identified school support personnel, and District Office Support Personnel. The IBSP is a statement specifying both proactive and reactive strategies for student intervention, including a summary of counselling and other support programs provided by the school, the home and external Agencies.

 Application for exemption from compulsory participation

The aim of an application for exemption from compulsory participation is to link the student with an alternate training institution or employment following an exemption from school. Such an application would only be lodged after extensive endeavours had been made at school level to connect/reconnect the student with their education/future pathway. Such exemption is subject to EQ regional Office approval.

 Educational Adjustment Program Profiles ( EAPs) – State Level

The aim of the Educational Adjustment profile is to identify the required support for a student with a defined disability. As part of the EQ commitment to Inclusive education for students with disabilities, EAP profiles are developed to report on the “adjustments” in place to maximise student success within the school setting. Emphasis is placed on the adjustments that are required in the critical areas of curriculum, communication, social/emotional well-being, health, safety, and access to learning environments.

Consideration for the individual circumstances of students is also demonstrated through:

 School Adjustment Program (SAP)

Students may present from time to time with extenuating circumstances where consideration needs to be given to the immediate curriculum/assessment demands placed on the student. Such circumstances may

include illness, trauma in the family etc. Consultation between the family and school administration would lead to the development of the most appropriate plan designed to support the student at that time.

 SET Plans

The aim of the MSET (Middle School Education Training) Plan and the SET (Senior Education Training) Plan is to enable student to plan their curriculum choices to ensure they can achieve their career goals. These plans are designed to be working documents that students can refer to, to “finetune” their post secondary learning needs and their career path.

9. Related legislation

 Education (General Provisions) Act 2006

 Education (General Provisions) Regulation 2006

 Criminal Code Act 1899

 Anti-Discrimination Act 1991

 Commission for Children and Young People and Child Guardian Act 2000

 Judicial Review Act 1991

 Workplace Health and Safety Act 1995

 Workplace Health and Safety Regulation 1997

 Freedom of Information Act 1992

Related policies

 SMS-PR-021: Safe, Supportive and Disciplined School Environment

 CRP-PR-009: Inclusive Education

 SMS-PR-022: Student Dress Code

 SMS-PR-012: Student Protection

 SMS-PR-018: Information Sharing under Child Protection Act 1999

 SMS-PR-008: Family Law Matters Affecting State Educational Institutions

 SMS-PR-019: Mature Age Students

 SMS-PR-017: Enforcement of Compulsory Education Provisions

 SMS-PR-031: Flexible Arrangements

 SCM-PR-005: School Security

 SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass

 HLS-PR-012: Curriculum Activity Risk Management

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Last reviewed 03 September 2019
Last updated 03 September 2019