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MITCHELTON STATE HIGH SCHOOL

RESPONSIBLE

BEHAVIOUR PLAN

for STUDENTS

based on The Code of School Behaviour

2018 edition

G/Coredata/Common/PBL/Responsible Behaviour Plan for Students/Red Book 2018

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Responsible Behaviour Plan for Students based on The Code of School Behaviour 1. Purpose Mitchelton State High School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong learning. This Responsible Behaviour Plan for Students is designed to facilitate high standards of behaviour so that the learning and teaching in our school can be effective and students can participate positively within our school community. At Mitchelton State High School, our school community:

places the highest value on academic, social and personal success;

commits to providing a supportive school environment where all members feel safe and are valued;

prepares students for work, study and success. 2. Consultation and data review Mitchelton State High School developed this plan in collaboration with our school community. Broad consultation with parents, staff and students was led by the school Positive Behaviour for Learning committee. Our school data relating to behaviour incidents, suspensions, exclusions, attendance and unexplained absences were reviewed as part of this process. The Plan was endorsed by the Principal, the Chair of the School Council and the President of the P&C in 2018 and will be reviewed in 2020 as required by legislation. 3. Learning and behaviour statement The Mitchelton State High School community articulates its purpose as:

“To achieve quality educational outcomes by providing a safe, supportive and challenging environment that prepares students for a global future.”

Our vision statement is: Inspiring Individual Excellence

Our school motto is:

MENS SANA IN CORPORE SANO (A sound mind in a sound body)

The main operating principles or values of MSHS are those which are applied to all aspects of school life and are modelled, monitored and communicated frequently to the whole school community. These form the basis of the school’s Responsible Behaviour Plan for Students. They are:

Respect

Accountability

Participation. It is expected that these operating principles deliver:

a respectful and high quality learning environment

individual ownership of one’s actions and performance

positive attitude and participation in school life.

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All areas of Mitchelton State High School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic programs. Our school-wide framework for managing behaviour is ‘Positive Behaviour for Learning’.

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

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

The school’s approach, which takes into account the legislation, related policies and standards, is based on the following beliefs:

Society sets behaviour limits. It is our responsibility to know these limits and live within them.

To encourage appropriate behaviours, we set limits through expectations, rules and consequences. When the limits are breached, we accept the consequences of our actions.

We control our own behaviour. We choose either appropriate or inappropriate behaviours.

Members of the school community are responsible for encouraging a warm, caring, positive environment where effective learning will occur and in which students can make sensible choices regarding rules and consequences.

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

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

A set of behavioural expectations in specific settings has been attached to each of our three school rules. The School-wide Expectations Teaching Matrix on the following page outlines our agreed rules and specific behavioural expectations in all school settings.

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SETTINGS

In all areas at all times Class time Break time Outside School Grounds (whilst in school uniform)

Assemblies Transitions Specialised subjects

BEH

AV

IOU

R E

XP

ECTA

TIO

NS

Res

pe

ct

I will:

respect the rights of others

actively maintain a clean and safe environment

respect other's property and my own

be tolerant and respect the opinions & achievements of others

appreciate and celebrate the diversity of cultures in our school

be polite at all times

be honest

follow staff instructions

respect the personal space of others

help others take care of equipment, facilities and surroundings

say no to bullying

attend to personal hygiene & health

be aware of noise & volume

I will:

respect other’s right to learn

accept constructive feedback

listen to the opinions of others

remove my hat before I enter the room

use equipment correctly and with respect

respect other’s space and property

use appropriate language

listen when someone is speaking – one person speaks at a time

speak using a suitable volume & tone at all times

turn phone to silent or off and put away before entering the room

take pride in my appearance

I will:

walk calmly

display good sportsmanship

be inclusive of others

respect others privacy

use toilets appropriately

display good manners

respect the property of others

stay away from out of bounds areas

follow teacher instructions

I will:

behave and speak in a manner that shows appreciation and consideration for the people/ facilities that I have access to

be courteous and well mannered

I will:

listen to the speaker and watch the performances

sit quietly

remove my hat, bag and sunglasses

honour the National Anthem

move directly to assigned seating

leave the area clean

refrain from placing my feet on the chairs

I will:

wait quietly outside room

move quickly, quietly and efficiently to class

respect the property of others

allow for passing traffic

line up outside room and wait for teacher

I will:

act in a safe manner

respect my work space and specialised equipment

respect the property of others

Acc

ou

nta

bili

ty

I will:

follow school processes & procedures

take responsibility for my own learning and actions

take every opportunity to learn

act at all times with responsibility and integrity

represent my school positively

wear correct uniform

be on time for school /class

look out for friends

report to the office when late

acknowledge problems and seek help

keep valuables on my person or leave valuables at the office

report misconduct & damage

use sporting equipment in the correct area

I will:

line up responsibly

place bags on racks or in designated areas

bring appropriate equipment for my class

follow teacher’s classroom rules

follow all the rules for the use of all electronic devices

use my diary

hand in drafts & assignments on time

use teacher feedback effectively to improve results

save work consistently on USB, H Drive & D Drive

ensure I have a note signed by my teacher to leave the room

seek out the teacher if I have concerns about the class (academic or social)

follow computer use & computer room guidelines

leave my work area tidy

I will:

place all litter in bins

go to the toilet during breaks so that classes are not interrupted

keep the toilet area clean and tidy

follow tuckshop rules

move to class promptly on the bell

give myself enough time to get to class

I will:

walk straight to my destination

ensure all forms and monies are paid prior to the excursion

use the crossing when walking across the road

wear school uniform correctly to and from school

use appropriate language and actions to and from school

refrain from smoking

recognise that wearing the school uniform shows that I am an ambassador for my school

I will:

sit on the chairs appropriately

have my bag under the seat

refrain from eating/drinking in the Hall

follow teacher instructions

I will:

be on time to class

know and follow my timetable

stick to existing paths

I will:

act in a safe manner

clean up my work space and return equipment to the correct space

wear the school hat

bring necessary equipment (ie ingredients)

Par

tici

pat

ion

I will:

be law abiding

follow WHO&S procedures

walk/carry my skateboard/bike/ scooter in the school grounds

keep hands and feet to myself

follow healthy practices

always try my best

have a positive attitude

wear the school uniform with pride

speak in a positive manner

I will:

stay seated unless otherwise directed

follow the safety procedures of the class, including wearing personal protection equipment

be prepared for learning

actively listen and participate

ask for help when I have difficulty

work as a team

help and encourage others to learn

complete all task, including classwork, homework and assessment by the due date and to the best of my ability

follow the instructions of the teacher

I will:

stay in designated areas

wear my school hat and follow the sun safety policy

place all rubbish in the bin

I will:

follow all transport and road rules

remain seated on the bus

follow the instructions of rail staff and bus driver

walk calmly on and off public transport

I will:

arrive on time

enter and exit in an organised manner

applaud achievements appropriately

sing the National Anthem and school song

sit in the allocated Care seating

I will:

be on time to class

have all relevant equipment ready

wait until breaks to visit bathroom and get a drink

I will:

be prepared with specialised equipment

use time responsibly

participate in curriculum

be prepared with appropriate PPE’s

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These expectations are communicated to students via a number of strategies, including:

Behaviour lessons conducted by classroom teachers;

Reinforcement of learning from behaviour lessons

At Assemblies and during active supervision by staff during classroom and non-classroom activities.

Mitchelton State High School implements the following proactive and preventative processes and strategies to support student behaviour:

Staff training in the 8 Effective Classroom Practices and Essential Skills for Classroom Management

Classroom profiling and profiler training

Systems for acknowledging and celebrating positive behaviours

A dedicated section of the school newsletter, enabling parents to be actively and positively involved in school behaviour expectations

PBL team members’ regular provision of information to staff and parents, and support to others in sharing successful practices

Comprehensive induction programs in the Mitchelton State High School Responsible Behaviour Plan for Students delivered to new students as well as new and relief staff.

Individual support profiles developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings.

Specific policies and resources have been developed to address:

Safe School Policy (Appendix 1)

Working Together to Keep Mitchelton State High School Safe (Appendix 2)

Student Electronic Device Policy (Appendix 3)

Drug and Alcohol Policy – Drug Education and Response (Appendix 4)

Managing Behaviour (Buddy Class Referral & Reflection Sheet) (Appendix 5) Reinforcing expected school behaviour At Mitchelton State High School, communication of our key behaviour messages are reinforced, which provides students with feedback for engaging in expected school behaviour. A formal recognition and monitoring system has been developed. This reinforcement system is designed to increase appropriate behaviour and the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards. Proactive and preventive processes that facilitate the development of acceptable standards of behaviour include:

explicit and scheduled teaching of rules, behavioural expectations and values

posters outlining expectations and consequences are clearly visible in all classrooms

devising a classroom management plan (incl. seating plan and class rules)

upholding, modelling and teaching the school values

engaging in quality teaching/learning activities

opportunities for parents to be involved with activities that promote and reinforce acceptable behaviour

developing effective communication and appropriate interpersonal relations with students

contacting parents/caregivers (with both good news and bad news stories)

using positive encouragement or reinforcement e.g. RAP awards (Respect – Accountability - Participation – Reward A Positive) – free

and frequent Student of the Month RAP Postcard Mitchie Behaviour Awards Attendance Awards

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implementing anti-bullying (including anti-cyber bullying) programs. A crucial component of our whole school approach to behaviour support is the CARE program encompassing all year levels. It is specifically designed to:

Develop a supportive and productive school environment for all students and staff

Assist students to develop appropriate ways to interact with others

Foster a sense of belonging CARE teachers are responsible for the pastoral care at Mitchelton State High School which aims to provide assistance, guidance and support to enable each student to reach their intellectual, physical, social and emotional potential at each stage of their development. The CARE program aims to foster a sense of belonging to our school community with emphasis on the person and the quality of relationships. The CARE group system is an important part of student’s school life, as it provides a relaxed and informal setting away from the normal classroom, where students can interact and be informed about school activities. Responding to unacceptable behaviour

1. Redirecting low-level and infrequent problem behaviour: When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with the school expectations.

2. Targeted Behaviour Support: Additional support and timely intervention are targeted at

students who have difficulty behaving responsibly. Targeted support includes:

Buddy Support

Behaviour focused subject offerings eg “Life Skills”

Behaviour data collection and review

Student Support Services Team

Mentoring programs including Year 10 mentors for incoming Year 7 students

Regular PBL meetings focusing on interventions and strategies

Targeted behaviour support occurs when students breach the school’s Responsible Behaviour Plan (in and out of class). Refer to the Behaviour Management Flowchart.

3. Intensive Behaviour Support: Students who are at risk and/or frequently demonstrate

inappropriate behaviours are supported by a range of personnel and strategies. Intensive case management referrals are forwarded to the Student Support Services Team, Head of Departments (HODs), Head of Special Education Services (HOSES) and Deputy Principals. Historically, approximately 2-5% of the student cohort requires intensive behaviour support.

The support needs of the student are determined in consultation with parents/caregivers, the student, relevant staff & community agencies as necessary. Involved personnel work together to form a plan which is reviewed and adjusted as required. Refer to the Network of Support section for details of the range of support personnel/mechanisms (external and internal).

Supportive intervention processes include:

Support plans/provisions

Personalised learning plans

Risk management, behaviour and safety plans

Discipline improvement plans

Nomination of a support manager so individuals have a consistent person who liaises with them

Flexible and/or modified curriculum options, reduced subject loads, part time attendance

Individual goal & reward sheets

Behaviour monitoring sheets

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Participation in specialist programs such as mentoring and readiness for work programs

Working in conjunction with support personnel

Counselling by the guidance officer

Working with behaviour specialists

Liaising with specialists from the broader community

Permission to leave class for time out in a specified area

Providing relevant staff information and updates regarding student needs and management strategies

Use of the restorative justice process

The processes and step by step guides that have been carefully set out aim to assist school staff in

implementing appropriate support strategies to build success into students’ secondary schooling,

and increase student completion rates. The following flowchart illustrates the Intensive Behaviour

Support Process used for students who have demonstrated an inability to responsibly manage their

behaviour.

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5. Consequences for unacceptable behaviour Mitchelton State High School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. One School is used to record all minor and major problem behaviour. The behaviours listed in the following table are unacceptable at Mitchelton State High School. The examples of incidents cover class and playground situations, extra-curricular activities and other situations where students are clearly identified as members of Mitchelton State High School. The associated consequences have been determined with a focus on the principles of natural justice and a focus on teaching students appropriate ways to meet their needs. The school’s main operating principles (Respect, Accountability and Participation) have been considered when developing appropriate consequences and guidelines for staff. It is expected that these consequences assist in the delivery of

a respectful and high quality learning environment

individual ownership of an individual’s actions and performance

positive attitude and participation in school life. The application of consequences for the preservation of a safe and supportive environment considers:

the rights of all students to learn

the rights of teachers to teach

the rights of all to be safe.

Students and/or teachers involved in major incidents provide a written account of the incident to the Administration. Consequences are determined by a member of the Administration after discussion with parties concerned. The Principal makes the final determination. All incidents (minor or major level 1, 2 and 3) are to be documented and recorded on One School. Only major incidents are to be referred following the table on page 11. The Safe School Policy (Appendix 1), the Working Together to Keep Mitchelton State High School Safe Policy (Appendix 2), the Student Electronic Device Policy (Appendix 3) and the Drug and Alcohol Policy – Drug Education and Response (Appendix 4) have been incorporated in the development of consequences. Minor and major behaviours When responding to problem behaviour, the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:

Minor problem behaviour is handled by staff members at the time it happens.

Major problem behaviour is referred directly to the relevant HODs, SEP Support Manager or the Administration team (table on page 11).

Minor behaviours are those that:

are minor breeches of the school rules;

do not seriously harm others or cause you to suspect that the student may be harmed;

do not violate the rights of others in any other serious way;

are not part of a pattern of problem behaviours;

do not require involvement of specialist support staff or Administration.

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Minor problem behaviours may result in the following consequences:

A minor consequence that is logically connected to the problem behaviour, such as complete removal from an activity or event for a specified period of time, partial removal (time away), individual meeting with the student, apology, restitution or detention for work completion.

A re-direction procedure. The staff member takes the student aside and: 1. names the behaviour that the student is displaying 2. asks the student to name expected school behaviour 3. states and explains expected school behaviour if necessary 4. gives positive verbal acknowledgement for expected school behaviour.

Major behaviours are those that:

significantly violate the rights of others;

put others / self at risk of harm;

require the involvement of HODs, support managers or school Administration. Major problem behaviours may result in the following consequences:

Level One: Detentions, Time in office, alternate lunchtime activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence

Level Two: Parent contact, referral to Guidance Officer, referral to Student Support Team, suspension from school and/or

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

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Examples of minor and major problem behaviours & possible consequences:

Type of unacceptable Behaviour

Minor Problem Behaviours (No Referral, but OneSchool entry)

Minor behaviours are managed by the teacher in

the learning environment at the time it happens

Major Problem Behaviours are those that:

significantly violate the rights of others;

put others / self at risk of harm;

require the involvement of school Administration

Major problem behaviour is referred directly to the school Administration team:

Level 1 HODs and SEP Support Managers are responsible for imposing consequences for this type of misbehaviour e.g. Removal from class, alternate lunchtime

activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence

Level 2

Deputy Principals & HOSES are responsible for imposing consequences for this type of misbehaviour

Level 3 The Principal is responsible for imposing consequences for this type of misbehaviour

Examples of incidents Disruptive behaviour in class (talking,

calling out, attention-seeking

behaviour, ill-mannered, throwing,

interrupting, lack of co-operation,

laughing inappropriately, moving

around the classroom, answering back,

not following instructions, disrupting

others)

Insufficient or incorrect equipment for

class

Homework not completed

Assignments not completed

Ignoring instructions and/or signage

including presence within out of

bounds areas

Lateness to class and absence from

class (truancy)

Leaving the classroom

Littering (dropping papers or food)

Inappropriate language (incidental,

non-directive, conversational)

Inappropriate use of electronic devices

Use of mobile phone in class

Anti-social behaviour (pushing, verbal

challenges, argumentative behaviour)

Possession of prohibited items (e.g.

chewing/bubble gum, liquid paper,

permanent markers)

Damage to school property/graffiti

(minor)

Uniform/ hair makeup jewellery

transgressions

Unauthorised eating /drinking in class

Interfering with the property of others

Bullying/harassment/teasing (incl.

cyber) – first reported

Inappropriate and/or unacceptable use

of equipment

Unacceptable behaviour off campus

(reflective of the above points)

Repeated disobedience/defiance

Bullying/harassment including cyber-

bullying (subsequent reports)

Communication misconduct directed

and intentional (e.g. verbal, non-

verbal or electronic)

Swearing, name-calling and/or

negative comments based on race,

religion, gender, age or culture and

directed towards others in a

demeaning, provoking or

threatening manner

Repeated unexplained absence from

class

Failure to complete assessment once

teacher interventions have been

unsuccessful

Unsafe behaviour (with intent)

Possession of prohibited items (e.g.

superglue)

Consistent non-compliance with

routine

Repeated inappropriate use of

technology

Leaving the school grounds without

permission and truancy (whole

and/or part day)

Unacceptable behaviour off campus (reflective of the above points)

Persistent interference with the learning of others/ self

Inciting others to behave inappropriately

Inappropriate use of electronic

media:

- Bringing school into

disrepute, abuse towards

staff / students on public

spaces

- Storage of non-educational

and/or illegal files/software

on school network including

games

Persistent or escalating Level 1

misbehaviour deemed to

compromise the reputation, good

order and management of the

school)

Stealing

Chronic absenteeism (persistent

unexplained absences from school,

lateness to school, school refusal &

truancy

Possession of prohibited items (eg.

aerosol cans, laser pointers, steel

rulers, offensive written/visual or

electronic material, (e)-cigarettes,

lighters, matches, tobacco)

Smoking

Under the influence of a prohibited

substance (e.g. tobacco, alcohol) at

school/at school events

Fighting/Physical aggression

(including videoing assault/ or

uploading to the internet/

distribution

Inciting physical assault

Making threats

Acts of retribution

Bystander behaviour

Inappropriate use of electronic

media:

1. Repeated Level 1 misuse

2. Hacking/ destruction of data

3. Deliberate avoidance of EQ filtering

Major/wilful damage to property

(vandalism)

Sexual harassment /misconduct

Abuse of staff (verbal/non-

verbal/electronic)

Intimidation of staff & students

(verbal/non-verbal)

Refusal to cooperate with an

investigation, dishonesty,

withholding information crucial to an

investigation

Gross insolence

Continued & persistent bullying &

harassment (including via all forms

of communication)

Unacceptable behaviour off campus

Abusive language, gestures, extreme rudeness

Repeated breach of the Uniform Policy, refusal to follow reasonable direction/ school rules

Unacceptable moral behaviour

involving self, others or offensive

material (e.g. pornographic,

debasing, degrading)

Persistent or escalating Level 2

misbehaviour listed

Dangerous behaviour including

unsafe handling of a motor vehicle

on school grounds

Bringing weapons to school including

syringes, knives or anything that

could be considered a weapon

Possession or use of illegal drugs

Supply of/dealing in drugs (legal &

illegal - incl. alcohol)

Possession/use of a weapon

Violent assault

Malicious accusations against staff

Unacceptable behaviour off campus

(reflective of the above points)

Behaviour outside the school which

has an adverse effect on the

reputation, good order and

management of the school

Charge or convicted of an offence or

serious offence as outlined in s.282

of the EGPA

Strategies to address minor inappropriate behaviours

The following are a range of examples of strategies:

Reminder of classroom expectations/rules

Teach replacement behaviour

Give the student a choice

Class seating plan

Assign student to PGD with a staff member

Make-up lost time/work

Homework Detention

Detention

Provide student with equipment

Time out but within sight of the teacher

Non-verbal redirection

Proximity control

Contact with parents/carers

Removal of offending markings

Confiscation of prohibited item/s

Restorative action and/or community service

Move student to reflection/time-out area

If repeated applications of the above strategies produce no improvements in the student’s behaviour, then the student should be referred to the relevant HOD or Support Manager for action.

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Minors and Majors – How to Respond Always try to use logical/natural consequence to match the disruption. Consequences should provide an opportunity to learn, rather than punish. Using your professional judgement is always paramount. For e.g.

A student is running on cement

Redirection given – remember we walk on cement

No OneSchool entry required

Level Definition Examples of strategies Procedures to Respond

MINOR

Behaviours that

are dealt with ‘in situ’, by the adult present (playground or classroom)

do not require Support Manager, HOD, HOSES or administrator involvement

do not significantly violate the rights of others

do not put others at risk of harm

are not chronic.

More than one strategy can be used. List is least to most intrusive. Cueing with parallel acknowledgement Selective attending Non-verbal cue use Non-verbal redirection Rule reminder Questioning to redirect Verbal direction Discussion about effects Give a choice Allow a Take 10 – Cool Off Move student in the room Restorative conversations – student/ teacher conference Use of Time Out Loss of lunchtime Loss of privilege (eg free time) Use of Monitoring/Behaviour sheet Contact Parents Detention – work catch-up

1. Refer student to expectation to follow 2. Describe expected behaviour 3. Continued minor behaviour display 4. Use ESCM 5. Give choice – consequence options 6. Follow through - deliver

consequence 7. If not successful, parent contact and

OneSchool recording 8. Entry to OneSchool by end of day – if

behaviour is chronic – OneSchool required

NOT everything has to be oneschooled – if it is a chronic issue, patterns of behaviour – OneSchool Minor OneSchool incidents are not followed up by others, however records are made for tracking purposes.

MAJOR

Behaviours that

violate the rights of others

put others at risk of harm

are chronic

require administrator involvement

More than one strategy can be used. List is least to most intrusive. Parent contact Withdrawal from class –Time out Withdrawal from playground Restorative conversations – facilitated conference Referral to Student Support Services Modified timetable Program Management Complex Case Management Short-term Suspension Long-term Suspension Cancellation Exclusion

1. Refer student to School expectation to follow

2. Describe expected behaviour 3. Complete OneSchool behaviour

incident as soon as possible– timely reporting = timely action

4. Refer to responsible staff as outlined in Behaviour Flowchart for Classroom and Non-classroom settings

5. HODs/Support Managers to determine consequences and call parents for Major - Level 1 misbehaviours

6. DPs and HOSES to determine consequences and call parent for Major - Level 2 misbehaviours

7. Principal to determine consequences and call parent for Major – Level 3 misbehaviours

8. Administrator to document contact and consequence in OneSchool under Admin follow-up.

Students who display continued inappropriate behaviour will be recommended for further support.

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

articulate the relevant expected school behaviour;

explain how their behaviour differs from expected school behaviour;

describe the likely consequences if the problem behaviour continues;

identify what they will do to change their behaviour in line with expected school behaviour. Should a problem behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their problem behaviour. Ensuring consistent responses to problem behaviour At Mitchelton State High School, staff members authorised to issue consequences for problem behaviour are provided with appropriate professional development and/or training. Through training activities, we work to ensure consistent responses to problem behaviour across the school. 6. Emergency or critical incident responses 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 1. Avoid escalating the problem behaviour: Avoid shouting, cornering the student, moving into the

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

2. Maintain calmness, respect and detachment: Model the behaviour you want students to adopt, stay

calm and controlled, use a serious measured tone, choose your language carefully, avoid humiliating the student, be matter of fact and avoid responding emotionally.

3. Approach the student in a non-threatening manner: Move slowly and deliberately toward the problem

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

4. Follow through: If the student starts displaying the appropriate behaviour briefly acknowledge their

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

5. Debrief: Help the student to identify the sequence of events that led to the unacceptable behaviour,

pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations.

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

physically assaulting another student or staff member

posing an immediate danger to him/herself or to others.

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Appropriate physical intervention may be used to ensure that Mitchelton State High School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, shepherding a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using more forceful restraint. It is important that all staff understand:

physical intervention cannot be used as a form of punishment

physical intervention must not be used when a less severe response can effectively resolve the situation

the underlying function of the behaviour. Any physical intervention made must:

be reasonable in the particular circumstances

be in proportion to the circumstances of the incident

always be the minimum force needed to achieve the desired result

take into account the age, stature, disability, understanding and gender of the student. Please note that these guidelines do not apply to planned use of physical intervention for students with severe self-injurious (e.g. head banging) or self-harming (e.g. deliberate cutting of self) behaviours. The use of physical intervention as a planned strategy for self-injurious or self-harming behaviours can only be considered within an intensive behaviour support program for a specific individual. Record keeping Each instance involving the use of physical intervention must be formally documented. The processes can be found at http://ppr.det.qld.gov.au/corp/hr/workplace/Pages/Health-and-Safety-Incident-Recording,-Notification-and-Management.aspx online. 7. Network of student support Students at Mitchelton State High School are supported through positive reinforcements and a system of universal targeted and intensive behaviour support by:

Parents

Teachers

Support Staff

Head of Department

Administration Staff

Guidance Officer

‘Welcome to Mitchie’ Team

Year 10 Peer Mentors for Year 7 students

Year Level Co-ordinators and CARE teachers

Youth Support Coordinator

HOSES, SEP and Learning Support teachers

School-Based Youth Health Nurse

Chaplain

Defence Transition Officer

Aboriginal and Torres Strait Islander Student Support Officer

International Student Coordinator

Advisory Visiting Teachers

Adopt-A-Cop

Regional Behaviour Support Services programs including Positive Learning Centre, STIP, LASER, Triple G and Advisory Outreach

Community Education Counsel

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External Support is also available through the following government community agencies:

Child and Youth Mental Health Services (CYMHS)

Department of Communities (Child Safety Services)

Intensive Family Support

Family and Child Connect

Centrelink

North West Aboriginal and Torres Strait Islander Community Association (NWAICA)

Police

Local Council

QLD Health

Disability Services QLD

Piccabeen Community Centre

Jabiru

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. Mitchelton State High School considers the individual circumstances of students when applying support and consequences by:

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

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

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

recognising the rights of all students to: o Express opinions in an appropriate manner and at the appropriate time o Work and learn in a safe environment regardless of their age, gender, disability,

cultural background or socio-economic situation o Receive adjustments appropriate to their learning and/or impairment needs o Provide written or verbal statements that will be taken into consideration in the

decision making processes o Ensure that processes maintain the dignity, respect, privacy and confidentiality of the

student, consistent with the rights of the rest of the community.

9. Related legislation

Commonwealth Disability Discrimination Act 1992

Weapons Act (1990)

Commonwealth Disability Standards for Education 2005

Education (General Provisions) Act 2006

Education (General Provisions) Regulation 2006

Criminal Code Act 1899

Anti-Discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Judicial Review Act 1991

Workplace Health and Safety Act 2011

Workplace Health and Safety Regulation 2011

Right to Information Act 2009

Information Privacy (IP) Act 2009

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10. Related policies and procedures

Statement of expectations for a disciplined school environment policy

Safe, Supportive and Disciplined School Environment

Inclusive Education

Enrolment in State Primary, Secondary and Special Schools

Student Dress Code

Student Protection

Hostile People on School Premises, Wilful Disturbance and Trespass

Police and Child Safety Officer Interviews with Students, and Police Searches at State Educational Institutions

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

Managing Electronic Identities and Identity Management

Appropriate Use of Mobile Telephones and other Electronic Equipment by Students

Temporary Removal of Student Property by School Staff

11. Some related resources

Code of Conduct for School Students Travelling on Buses

National Safe Schools Framework

National Safe Schools Framework Resource Manual

Working Together resources for schools

Cybersafety and schools resources

Bullying. No way!

Take a Stand Together

Schoolwide Positive Behaviour Support

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Appendix 1

SAFE SCHOOL POLICY Rationale

The MSHS community wants to promote and provide a supportive and safe environment for all members of the community; bullying is not acceptable. We believe that bullying and harassment have a negative effect on teaching and learning at our school. MSHS has a duty of care to all in the school to take action against bullying. We also have legal obligations to fulfil eg anti-discrimination legislation, child protection legislation and common law responsibility.

‘Bullying’ may be defined as repeated violence, physical or psychological, conducted by an individual or a group (bully/bullies) and directed against an individual (victim) who is not able to defend herself/himself. ‘Bullying’ can take a number of forms: physical, verbal, gesture, extortion, exclusion and offensive text, email and telephone messages and incorrect use of the internet. The term ‘bullying’ can also include sexual, racist or disability harassment. ‘Bullying’ is an abuse of power in any relationship. Values and Beliefs The authority to take action against bullying comes from our shared beliefs, which are:

Students have a right to learn in safety. Where students are not safe their capacity to learn is affected.

Adults, in the setting of the school, have a right to teach and work in safety. Where adults do not feel safe they cannot teach and work effectively.

All members of the school community have a right to respectful, fair and decent treatment

We value diversity and tolerance. Despite our differences (ability, gender, race, appearance or background) we can learn and work together in a productive way.

We believe that individuals who have been harmed by bullying need to be believed and protected from further harm.

We believe that the harm done by bullying can be repaired, in general, through taking educative, non-punitive responses, which aim to restore the balance in relationships, which have been affected by bullying.

We also believe that in the case of repeat offences, firm and unequivocal action needs to be taken.

Aim The aim of this policy is to signal to all members of the school community that we take bullying seriously and that we will intervene to deal with incidents of bullying in the school in a timely and consistent fashion. The Policy outlines basic approaches and strategies that will be used proactively to encourage a bully-free environment and also reactively to deal with bullying incidents when they occur. Approaches and strategies are underpinned by the ‘responsible thinking’ which MSHS community encourages in its members. Implementation

All cases of bullying, which are reported, will be followed up.

Members of the school community are encouraged to report bullying and to understand that ‘to report’ is not ‘to dob’.

Reporting can be done through a number of people: students, parents, teachers, Principal, Deputy Principals, Guidance Counsellor, and other support staff.

Preventative actions

Awareness raising in the school community through information dissemination at Staff meetings, in Care, on Assembly, in ‘Mitchie Moments’, the development of a brochure with ideas for people who are bullied, people who bully, bystanders, parents and teachers for inclusion in enrolment package, poster competitions

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Use of the curriculum to work on aspects of bullying wherever possible

Inclusion of ‘safe school’ segment in CARE program

Active promotion of responsible ‘bystander’ behaviour

Continuation of buddy system

Training of peer supporters and mediators

Professional development for staff

Incident Action

On first report of bullying

‘No Blame’ Interview with bully, (by appropriate staff including Administration or Guidance Officer)

Referral to Student Support Services Team for assistance/support for both bully and victim if appropriate.

Entry made in One School data base

Second report of bullying or serious first time report (this includes an incident where victim is different)

Phone call to parents/caregivers of bully and victim – told of consequences of next infringement – suspension from school or in-Year Level suspension

Entry made in One School data base

Referral to Student Support Services for assistance/support for both bully and victim

Third occurrence of bullying by a student or serious first time report

Referral to Student Support Services Team

Suspension – may be either out of school or ‘in house’ with loss of social contact with others – for bully

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Appendix 2

WORKING TOGETHER TO KEEP

MITCHELTON STATE HIGH SCHOOL SAFE We can work together to keep weapons out of school. At Mitchelton State High School:

Every student has the right to feel safe and be safe at school.

NO KNIVES OR OTHER WEAPONS ARE ALLOWED TO BE TAKEN TO SCHOOL BY

STUDENTS.

There is no reason for a student to have a knife or weapon at school, and it is against the law

for a student to have a knife or weapon at school.

If a student has a weapon a school, they can expect serious consequences, such as fines and possibly jail. Longer jail sentences can be given to young people if someone is injured with a knife or weapon during an assault. What kinds of knife and weapons are banned?

No knives of any type are allowed at school, including flick knives, ballistic knives, sheath knives, push daggers, trench knives, butterfly knives, star knives, butter knives, fruit knives or craft knives, stanley knives, or any item that can be used as a weapon, for example a chisel.

Knives needed for school activities will be provided by the school, and the use of them will be

supervised by school staff.

In circumstances where students are required to have their own knives or sharp tools for

particular subjects or vocational courses, the school will provide information about the

procedures for carrying and storing these items at school.

No other items deemed as a weapon may be brought into the school. This may include but is

not limited to: laser pens, bats, slingshots, arms, chains and knives as listed above.

The Principal can take action against a student who brings a knife or a weapon to school.

If a student has a knife or weapon at school, principals can inform the police.

Possessing a knife at school may result in serious disciplinary consequences including

immediate suspension and possible exclusion.

Police can search a student and their property at school if they suspect a student has a knife.

A student may be charged with a criminal offence and may face serious consequences if

convicted, including a fine or jail.

School property such as desks or lockers may be searched if the principal suspects that a

student has a knife on or in school property.

If the principal suspects the student has a knife in their bag, the bag may be temporarily

confiscated until police arrive.

If the student does have a knife at school, it can be confiscated by the Principal and given to

the police.

How can parents help to keep Mitchelton State High School safe?

Make sure your child knows what the laws and rules are about knives.

Do not include knives or knife tools in children’s lunch boxes, pencil cases or craft kits.

Contact your school principal if you believe your child is being bullied or threatened at school.

If you want to talk about students and knives at school, please contact the Principal.

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Appendix 3

STUDENT ELECTRONIC DEVICE POLICY Rationale For the purposes of this policy, “personal technology devices” include privately owned mobile phones, iPods, MP3 players, tablets, rich media and other electronic game playing devices. There is a need to set clear guidelines and limit the misuse of electronic devices during the school day, in particular to avoid unnecessary interference with teaching and learning. Any exception to this policy must be requested in writing and approved in writing by the Principal or delegate. PART A: GENERAL ELECTRONIC DEVICE GUIDELINES

In order that all students have the maximum opportunity for optimal use of class time, mobile phones and other personal electronic devices need to be kept out of sight during lessons and other supervised activities.

Teachers communicate the rules with regards to electronic devices at the commencement of each new course and posters are displayed in the school reinforcing this message.

Personal electronic devices are not to be used in class without prior expressed permission from the classroom teacher.

When a student is seen using or interacting with an electronic device during lessons or other supervised activities, the student is reminded of the rule and is required to take the item to the office where it is logged and kept for collection at the end of the day.

Collection of the device will be by the student or their guardian depending on the circumstance and number of offences.

No responsibility will be taken by the school for loss, theft or damage to personal electronic devices brought to the school by students. All electronic equipment brought to school is done so at the owner’s risk.

Procedures 1. Electronic devices are not to be used in any way that is disruptive to the normal routine. 2. Students turn their mobile phones off or to silent during lessons and other supervised activities and

they are kept out of sight. 3. In all classrooms, electronic devices are not to be used as calculators, for playing games or

sending/receiving messages. 4. Appropriate action will be taken against any student who photographs, films or records other

individuals without their consent. (Refer to the Mitchelton State High School Safe School Policy) 5. Disciplinary action will be taken against those who use electronic devices to send harassing or

threatening video, audio or text messages. (Refer to the Mitchelton State High School Safe School Policy)

6. Disciplinary action will be taken against any student who uses an electronic device during exams. 7. Students may face disciplinary action if they fail to follow a teacher’s direction when enforcing the

expectations of this policy – as per the behaviour matrix. PART B: ELECTRONIC DATA TRANSFER DEVICE GUIDELINES

Personal electronic devices can only be used with the permission of the classroom teacher for the transfer of data to or from school where the data transferred directly relates to that subject or teacher. Devices used for this transfer of data will not be allowed to be in use for the entire lesson, only for the time it takes to complete the transfer. School email is the preferred method of transferring data between school and home.

Procedures

Personal electronic devices are not to be plugged into school computers or wall sockets to recharge.

Personal electronic devices are not to be plugged into computers to listen to music or watch videos.

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Students are not permitted to use electronic devices for the purpose of playing games. Further details regarding the use of the school laptop are outlined in the Laptop Agreement- signed on enrolment.

Students are not permitted to install any programs onto the school computers from any device that is capable of transferring data or programs – outlined in the Laptop Agreement.

Consequences: Students may be reminded of the rules regarding electronic devices – this is at the discretion of the classroom teacher. If the student fails to comply with the rules outlined in this procedure; the student will be sent to the office to hand in device. The following process operates on a semester basis: 1. First offence - student collects the device from the office at the end of the school day. 2. Second offence - student collects the device from the office at the end of the school day and

receives a letter outlining subsequent consequences and expectations (for parents/guardian to complete and student to return to the office).

3. Third offence – student receives a letter informing parent/guardian that only the parent/ guardian can collect the device from the office.

4. Fourth offence – Administration intervention.

Refusal to follow the directions of the teacher or hand over an electronic device will result in an immediate referral of the student to a HOD, Deputy Principal or Principal for further disciplinary action.

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Appendix 4

Drug and Alcohol Policy Drug Education and Response

Rationale

This policy provides a framework to address alcohol, tobacco and other drug related problem behaviours in a caring and consistent manner within the Mitchelton State High School community. The policy and the procedures contained within conform to legislative requirements and have been developed in consultation with staff and students and are endorsed by the Parents and Citizens Association and School Council. This policy is binding on all students while they are on school premises or at a school function, camp or excursion where they are under the care of school staff or their nominees. The policy also applies to visitors to the school and school organised activities whether on the school premises or at an outside venue.

Aims

This policy aims to:

Promote and maintain a healthy school environment in which the well-being and safety of all school community members are paramount.

Outline the role of Mitchelton State High School in the prevention of drug/alcohol related problems.

Document the school’s position on, and procedures for, dealing with drug/alcohol related incidents and behaviours.

Prevention of Unlawful and Unsafe Drug and Alcohol Use

Mitchelton State High School employ the following preventative measures:

Teachers have current knowledge and skills associated with Drug and Alcohol Education.

This policy complies with relevant state laws as appropriate in accordance with EQ policy.

Mitchelton State High School will co-operate with other government and non-government bodies.

Policy: Drug and Alcohol Use at School

Mitchelton State High School forbids students (of any age) whilst on school premises, at any school function, excursion or camp to:

Smoke and/or possess tobacco products

Consume and/or possess alcohol or to be under the influence of alcohol

Deliberately inhale volatile substances (solvents) or be affected by such substances

Possess and/or use pharmaceutical drugs - all medication is stored and used in accordance with Education Queensland policy

Possess and/or use illegal drugs or be under the influence of such drugs

Possess and/or use drug related equipment

Possess materials that promote the gratuitous use of drugs

Be involved in any of the above activities by association.

Intervention

The following intervention procedures are designed to address incidents of tobacco, alcohol and drug use at all school activities and are designed to ensure the health and well-being of all parties. All interventions are to comply with legal requirements. The procedures outlined below have been developed with the welfare of students and staff as the prime consideration and are to be followed as closely as possible. If an incident of drug or alcohol use is detected or suspected the following procedures are to be followed.

Ensure the student’s immediate safety. Apply or organise the application of first aid where necessary (follow the school’s normal emergency procedures for a medical problem)

If practical, accompany the student and take any substances involved to the school administration. It is important that the student is not sent to the office unaccompanied by an adult. If in a class, send a student or a colleague to request a member of the administration to attend the scene. As soon as possible document the incident in written form and provide this documentation to the administration

The school administration is to identify an individual to manage the incident, to be referred to as the Incident Manager. He or she may request the assistance of support people such as the Guidance Officer, HOSES or School Nurse in managing the incident and subsequent follow up actions. This

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person or persons should take into account issues such as ethnicity, language, culture, background, disability and the gender of the student. The Incident Manager may elect to form a small group of people to assist with the management of the incident

The Incident Manager is to establish the factual basis of the incident by interviewing those involved and, if appropriate, requesting them to submit a written statement. He or she should document the substance involved, who was involved, where and when the incident took place and any other relevant information including the names of witnesses

The Incident Manager should report the outcomes of the investigation to the Principal

Once the Principal has decided on a course of action, all those involved, Incident Manager, student/s, caregivers and staff may be informed of the decision that has been made, in some cases this notification should be in written form. A record of the incident and its outcomes (if the case was substantiated) should be recorded in OneSchool. If the drug use has involved an illicit substance the police are informed in accordance with EQ policy and any substances stored securely until the first opportunity they can be handed to police.

Consequences of Drug and Alcohol Use for Students

Once it has been established that a drug/alcohol related incident has occurred, the school must decide on a course of action. This may vary depending on the details of the incident, including the substance involved, the behavioural history of the student/s involved and the impact of the incident on other students. The following suggested consequences should be considered in the context of the student’s age, life and family situation, mental and emotional health, intellectual ability and the degree to which they have been in control of their actions and decisions. Consideration may also be given to their past behavioural record and their response to earlier intervention strategies.

Action Consequence

Knowledge of drug-related activities at school not

communicated to teachers or administration.

Counselling by administration Caregivers

notified

Requesting supply of an illicit substance (including tobacco) from another student on school premises. Request not fulfilled.

Counselling by administration ·

Caregivers notified

Involvement via proximity to an activity involving illicit

substances (including tobacco or being in the presence of

others using or supplying illicit substances (including

tobacco).

Counselling by administration

Caregivers notified

Detention

Possible withdrawal from non- class activities

Smoking tobacco or possessing tobacco on school

premises, at a school function or while in school uniform.

(First occasion)

Counselling by administration and Health Nurse

Caregivers notified

Health warning

Five lunchtime detentions

Possible withdrawal from non-class activities

Smoking tobacco or possessing tobacco on school

premises, at a school function or while in school uniform.

(Second occasion)

Quit program with Health Nurse

Caregivers notified

Five lunchtime detentions

Withdrawal from non-class activities

Smoking tobacco or possessing tobacco on school

premises, at a school function or while in school uniform.

(Third and subsequent occasions)

Caregivers notified

Suspension

Withdrawal from non-class activities

Using alcohol on school premises or at a school function or

coming intoxicated onto school premises or to a school

function

Health and illegality warnings

Caregivers notified

Five-day suspension

Withdrawal from non-class activities

Supplying alcohol on school premises or at a school function. Health and illegality warnings

Caregivers notified

Five-day suspension

Withdrawal from non-class activities

Possession or use of an illicit substance on school premises

or at a school function.

Health and illegality warnings

Caregivers notified

Police notified

Suspension or exclusion

Withdrawal from non-class activities

Sale or supply of illicit substances on school premises or at a

school function

Health and illegality warnings

Caregivers notified

Police notified

Exclusion

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Police Involvement in Drug and Alcohol Related Incidents

Requirement for police involvement in drug incidents (Advice provided by Queensland Police Service, Alcohol and Drug Coordination Unit) In the case of an incident the Deputy Principals or the Principal only will make contact with police in accordance to the

following table.

Responses indicated above are in line with police procedures and comply with relevant laws. They are only a guide and each situation needs to be assessed on a case by case basis. In the case of the bong (as referenced above in point 5) teaching staff do not have powers under the Drugs Misuse Act 1986-1993 to deal with it in any way, including destroying it. It should be placed in a secure place with details of when and where it was found until police can collect it. Local police may provide advice to the school related to this issue. Even when not mandatory it may be desirable to involve police, for example a Juvenile Aid Bureau officer, in a counselling situation with the student/s and caregivers.

Description of drug related incident at school Must inform police?

1 A substance believed to be an illicit drug is found

Yes

2 Student admits to drug use at school but no substance is found

No

3 There is reason to believe (reliable witness that a student has an illicit drug in their possession or in their bag or locker

Yes

4 A student is seen flushing what is thought (or a student or teacher thinks) to be a drug down a toilet, no substance is obtained

No

5 A bong is found, no student and no substance

Yes

6 A student admits to using marijuana on a Saturday night at an activity unrelated to the school No

7 A student is reported to be using a drug by another student but no evidence is presented No

8 Reasonable evidence is presented that a student is selling drugs to other students Yes

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Appendix 5

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MITCHELTON STATE HIGH SCHOOL

1. What were you doing? ________________________________________________________________________________ ________________________________________________________________________________ 2. What did the teacher say you were doing? ________________________________________________________________________________ ________________________________________________________________________________ 3. What expectation or procedure didn’t you follow? ________________________________________________________________________________ ________________________________________________________________________________ 4. Why do you think there is a need for respectful participation and behaviour in class? ________________________________________________________________________________ ________________________________________________________________________________ 5. What do you need to do to make sure you are not asked to leave the classroom in the future? ________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________

NOW WHAT DO I DO? 1. Take my form home to be read and signed by my parent/guardian 2. Bring back to school for my referring teacher to sign (before school, before my class or during

breaks) Parent/Guardian Signature: ………………… Teacher Signature: …………………………. Student Signature………………………….

Student Reflection Sheet

Student: Date: Lesson: Time:

Referring Teacher: Subject:

Referring Teacher Signature: Buddy teacher & classroom: ______