Student Behaviour Support Plan - stjosephscoomera.qld.edu.au · learning plan for the school which employs Restorative Practice as a core underpinning to Behaviour management as well

Review Date: July 2019

ST JOSEPH’S COLLEGE STUDENT BEHAVIOUR SUPPORT PLAN

St Joseph’s College Coomera

Student Behaviour Support Plan

Version 1 January 2019 – Review end Semester 1 2019

CLASSROOM MANAGEMENT PROCEDURES

PREAMBLE

Behaviour support and management is an integral aspect of pastoral care. Authentic pastoral care,

which is born of the Gospel message and the person of Jesus, is a multi-dimensional pursuit. It is

intentionally focused on the dignity of the individual, the partnerships between student, teacher and

parent, and the concept of natural justice which is concerned with fairness, compassion, growth and

the common good. This balance is integral to the creation of a Catholic learning community in the

tradition of St Mary of the Cross MacKillop and the Sisters of St Joseph.

For over 100 years, the Josephites have been formed and inspired by the work of Mary MacKillop

and her commitment to Jesus, the Catholic Church and the education of young people. We can be

inspired by her words “God wants us, by every means in our power, to lead others to life”. As such

behaviour support and management is not solely the responsibility of the institution and teachers of

St Joseph’s. Each student, and their parents are called to engage and commit to the pursuit of

learning and life for all in the community.

We are called to be people who are actively engaged toward growing and showing Courage to Love,

Learn and Serve in our community and for the world around us. We acknowledge our call in this

community toward wisdom, learning, and service to be and become the light of Christ in the world.

We are called to be innovative, challenging and daring in pursuit of knowledge, faith, purpose and

action as was exemplified by our founder, Mary MacKillop and Jesus Christ for whom we exist.

The Sisters of St Joseph of the Sacred Heart were founded in South Australia in

the 1860s because the religious and political climate of that colony was right for the foundation

and some among its residents, especially Bishops Patrick Geoghegan and Lawrence Sheil as well

as Julian Woods and Mary MacKillop, could read the signs of the times and had the courage to

follow those signs in a radical way. The Catholic education system we have today exists because

they dared to be innovative regarding both religious life and education in Australia.

http://sosj.org.au/wp-content/uploads/2017/07/WoodsMacKillopEducation1.pdf

Our teachers and College leadership will use our motto and our Josephite charism with Faith at the

centre and Justice as the guiding northern point to act as a key formation tool, helping the students

understand their school, establish consistent classroom guidelines and routines and to recognise and

reward positive behaviour.

St Joseph’s College Behaviour Support and management plan seeks to develop and maintain student

understanding of why we focus on discipline and habits for success through the application of a

developmentally appropriate behaviour management plan which links sequentially with the Whole

School Approach of the wider school community.



The classroom behaviour management plan for is developed in concert with the teaching and

learning plan for the school which employs Restorative Practice as a core underpinning to Behaviour

management as well as the BCE model of Pedagogy with a particular emphasis and clear focus on

Learning Dispositions for preparing and facilitating learning experiences, teaching and assessment

across the school.

In particular, the classroom behaviour management plan draws upon the wisdom of the Dimensions

of Learning framework, (Pickering & Marzano)1 in particular on Dimension One: Attitudes and

Perceptions towards the classroom climate and classroom tasks and Dimension Five: Habits of Mind

(Costa & Kallick)2 and how they influence our thinking, behaviour and actions inside and outside of

the classroom.

Thus, at St Joseph’s Catholic, we strive to develop whole school proactive approaches which provide

routine and structures for students. It is important that the values, goals, routines and procedures of

the pastoral plan are made explicit for students so that they can make positive choices, ‘know where

they stand’ and have sound consequences in place for when they make mistakes and need better

decision making processes modelled for them.

Justice: Indicates the way in which we treat and act toward one another. We act with empathy and

understanding, fairness and care.

Explicit College Rules will be clearly articulated in the College Student Behaviour Support

Document and are built on the following core values and actions:

Dignity: Students are to act in a way that promotes and encourages and respects the dignity of all.

Bullying, ostracising others, highlighting difference or putting down others for personal reputational

growth or improved social is unacceptable at all times and will be challenged

Respect: is the cornerstone of all relationships. Respectful conduct and communication is expected

by all members of our community; staff, students and parents at all times. This is at across all

mediums of communication; electronic, face to face and through telecommunications or social

media

Excellence: is an attitude in which we hold ourselves to achieve. Behaviours that effect our own, or

others, ability to excel will be addressed. Sanctions will be out in place for students who fail to

improve or address

Honesty: is expected from all students in their everyday dealings with each other, staff and the

broader community. Honest conduct and attitudes will be reinforced in all areas of school life

through the learning and teaching and student formation processes.

Responsibility: all students are expected to be responsibile for their own learning and behavioural

actions. While this will be age appropriate all students from Prep to Year 12 will have an expectation

of ownership and responsibility for their choices.

Service: In line with our motto we are all here to serve the good of others. There is an expectation

that we will be called to serve the community and each other and this will be actioned positively.

This will include our environment, our faith and those around us.

1 For further information review: www.researchgate.net or alternately view https://www.youtube.com/watch?v=yuHMOVXenxg 2 For further information and Evidence view https://www.youtube.com/watch?v=0V13CPSNxeA

http://www.researchgate.net/

http://www.researchgate.net/

https://www.youtube.com/watch?v=yuHMOVXenxg

https://www.youtube.com/watch?v=yuHMOVXenxg

https://www.youtube.com/watch?v=0V13CPSNxeA

https://www.youtube.com/watch?v=0V13CPSNxeA



AIMS OF OUR CLASSROOM MANAGEMENT PROCEDURES:

➢ To use the Model of Pedagogy framework, Restorative Practice and Learning Dispositions to

assist students in developing positive attitudes and perception. (Marzano Level 6 Self-

System thinking development)

➢ To implement a whole school approach to the management of Classroom Behaviour and

support of students in their learning.

➢ To encourage in students the development of the 16 Habits of Mind fundamental to our

student formation program.

➢ To create a safe, positive, contact free and inclusive learning environment.

➢ To maintain dignity and respect for all members of the community.

➢ To develop a school culture that promotes in students a positive self-image and a sense of

wellbeing and an understanding that all people are created in the image and likeness of God.

➢ To enhance Parent/Carer, Student, Teacher partnership.

➢ To create a culture of honesty which encourages all members of the community to accept

responsibility for their actions.

➢ To develop Classroom Management Procedures which reflect best practice in education.

➢ To achieve this, we will implement restorative practices and conversations as well as

responsible thinking interventions

MAIN KEYS TO GOOD BEHAVIOUR SUPPORT & MANAGEMENT P-12:

➢ Adhering to the classroom, college Whole School Approach.

➢ Establish and maintain clear and articulated boundaries for students

➢ Create and maintain teacher consistency of expectation across the school and particularly

within year levels

➢ Use reward, encouragement and praise to develop a positive classroom climate.

➢ Use restorative processes to repair and strengthen school wide relationships

➢ Challenge students thinking through focus on responsible thinking guidelines

➢ Focus on the behaviour, not the person, and do not let yourself get side tracked by

secondary behaviour/s such as attention-seeking or power-seeking ploys.

➢ In choice of tone, body language, language, closeness, etc., opt for the least intrusive rather

than the most intrusive management technique.

➢ Be positive and constructive, rather than negative, and end by re-establishing a working

relationship (end on as good a note as possible).

➢ Show respect for students’ privacy and dignity at all times.

➢ Record all behavioural activities on the online behaviour tracking tool. Successful classroom

management depends on consistency and persistence.

➢ Recognise and acknowledge parents as partners in their son’s education. Be sensitive to the

issues that confront parents.



USE OF THE ST JOSEPH’S COLLEGE STARS

➢ Poster of Stars to be displayed in College entrance and in classrooms.

➢ Classroom discussion circles to be had with class teacher and in student formation, to

enhance and consolidate students’ understanding of meaning of each point. The students

will be encouraged to assimilate the understanding and learn these specific words so that

they can begin to apply them to their everyday lives.

➢ Students to create class ‘document’ for display of their findings

➢ These findings to be further explored in College, House and Year assemblies and Core classes

to ensure all students have an age appropriate understanding and knowledge of the

meaning, the historical significance and the place of these concepts in their lives at St

Joseph’s Catholic College

➢ The students will be led to appreciate how their attitudes and perceptions related to

classroom climate influence learning.

➢ Specific classroom rules will be developed by class teacher and students based around the 6

points of the Star

➢ Have students discuss what rules and procedures they think would be appropriate for the

classroom.

➢ Communicate rules and procedures by discussing their meaning or rationale, providing

students with a written list, posting them in the classroom



1. PROACTIVE STRATEGIES FOR CLASSROOM PROCEDURES

✓ Helping students develop positive attitudes and perceptions about classroom

climate

✓ A primary objective of every teacher is to establish a climate in which students

feel accepted by teachers and peers and experience a sense of comfort and order.

✓ Help students understand that attitudes and perceptions related to classroom

climate influence learning.

✓ Establish a relationship with each student in the class.

✓ Monitor and attend own attitudes.

✓ Engage in equitable and positive classroom behaviour.

✓ Recognise and provide for students’ individual differences.

✓ Respond positively to students’ incorrect responses or lack of response.

✓ Vary the positive reinforcement offered when students give the correct response.

✓ Structure opportunities for students to work with peers.

✓ Provide opportunities for students to get to know and accept each other.

✓ Help students develop their ability to use their own strategies for gaining acceptance

from their teachers and peers.

✓ Frequently and systematically use activities that involve physical movement.

✓ Establish and communicate classroom rules and procedures.

✓ Be aware of malicious teasing or threats inside or outside the classroom and take

steps to stop such behaviour.

✓ Have students identify their own standards for comfort and order. Helping Students

Develop Positive Attitudes and Perceptions about Classroom Tasks

✓ Help students understand that learning is influenced by attitudes and perceptions

related to classroom tasks.

A. Establish a sense of academic trust.

B. Help students understand how specific knowledge is valuable.

C. Use a variety of ways to engage students in classroom tasks.

D. Create classroom tasks that relate to students’ interests and goals.

E. Provide appropriate feedback.

a. SPIDER feedback

i. Specific.Positive.Intentional.Direct.End-focussed.Regular

F. Teach students to use positive self-talk.

G. Help students recognize that they have the abilities to complete a particular task.

H. Help students understand that believing in their ability to complete a task includes believing

that they have the ability to get the help and the resources needed.

I. Help students be clear about the directions and demands of the task.

J. Provide students with clarity about the knowledge that the task addresses.

K. Provide students with clear expectations of performance levels for tasks.



Our Whole Campus Approach to Classroom Management

“Every Class, Each moment, Every day”- Boundaries, Consistency, Reliability

Beginning Class

1. Teacher must be prepared, room ready (tidied and setup), organised and on time.

2. Students Prep-6 & 7-10 line up outside the room – enter together, acknowledge each

student as they enter (use names). Students’ years 11-12 wait patiently outside classrooms

for teacher to arrive.

3. As students enter the room - check uniform. No mobile phones. No headphones unless

specifically required for the subject (Bags need to be considered depending on the subject

being taught)

4. Develop a routine where students move to their desk and get their books ready to begin the

class. (Bell work, Quiz or silent reading on entry may help)

5. Before students sit, have them check seats and chairs for damage and graffiti.

6. Pray at some stage of the class and take the roll every lesson.

7. Be consistent with the implementation of the beginning class plan.

Room/School area

1. Make your class an interesting place. (Understand Proxemics – That the social use of space is connected to the effective relationships between teacher and students)

2. Adopt a configuration that will aid teaching and learning: ➢ Keep high traffic areas free of congestion. ➢ Make sure that you can see all of your students easily. ➢ Consider the age of your students. ➢ Ensure students can see presentations and displays. ➢ Keep materials and supplies at your fingertips. ➢ Keep your room clean and tidy. ➢ Have relevant subject tips around the room e.g. grammar rules, maths formulas and

dimensions of learning terminology. 3. Check ventilation/fans/air movement. Make sure the area is tidied and set up at the start

and the end of class. (Make sure everything works.) 4. Develop a seating plan – cater for friendship group and level of knowledge. 5. Be Proactive rather than reactive whenever possible. (Develop a statement of intent in your

classroom) 6. Be responsible for the room with the students.

Independent Work

1. Consider the link between management and learning. 2. Put your own learning theory in context. (Understand how each student in your class learns

and develop tasks accordingly.) 3. Accept the challenge – encourage a ‘can do’ attitude (model tasks/scaffolding/gradual

release of responsibility/whole part whole/ chunking of work/monitor progress as a way to offer feedback).

4. Begin with a point of focus. Learning Intentions and Success Criteria are essential and fundamental top create a productive manageable classroom

5. Provide an environment where quiet work can occur, where group work can occur and where one to one mentoring can occur.



Ending Classes

1. Create a set procedure which is consistently used for concluding class: 1. Prepare students for the end of class – dismissal needs to be timely. 2. Write homework down in Student Diary – consider issuing online homework 3. Tidy classroom and self then stand behind your desk after having pushed in your chair. 4. Have students ‘cross check’ for graffiti and/or damage. Attend to it immediately 5. Formally dismiss the class and stand at the door, check Student Diary and acknowledge

each student. 6. Ensure all students know what is expected for next lesson. 7. Work out ways of rewarding students for a good lesson. 8. Students are not to leave class until the bell sounds for the end of the period.

Interruptions

1. Be prepared with an immediate response and stay calm. (ie Develop a procedure for students late to class).

2. Isolate the protagonist but allow them to have their say. 3. Work towards a win/win solution. 4. Be an active listener and agree on a course of action. 5. Allow a period of re-adjustment and revisit if necessary. 6. Develop a variety of approaches for dealing with interruptions. 7. DON’T GIVE UP - ASK FOR HELP (Develop Persistence)

Instructional Procedures

1. Be clear with your instructions. • Use the correct language, accentuate the positive, get to the point and make sure you

are calm and understood. • Watch for any negative signals and appreciate the power of ‘hidden’ communication • Be logical in your instructions and ensure that lessons are well prepared. • Know your subject matter and have a weekly plan for students to follow. • Create a good presence in the classroom and minimise and re-enforce rules.

EG learn and use names, be alert to what is going on, exhibit confidence, work on your body language and walk around the room

• Be yourself and use humour where appropriate.

Non – Instructional Procedures

2. Create clear classroom rules:

• Decide when to initiate and explain why the rules are needed

• Involve students in the process but limit the number of rules.

• Promulgate the final list and as the teacher use them in the delivery of the class.

3. Formulate regular routines for each of your classes. 4. Promote self –discipline and courtesy in all aspect of your teaching.

Work Requirements

1. Encourage commitment to academic rigour:

• Monitor everyday content to minimise boredom.



• Embrace challenging models of teaching.

• Develop challenging routines in the classroom.

• Establish an ethic of ‘unfinished business’.

• Use deliberately harder work.

• Devise challenging educational games and puzzles.

2. Develop course outlines for each class that articulate content/assessment and goals. 3. Provide ongoing feedback throughout the term for students and parents.

Communicating Assignments

1. Clear task and criteria sheets. 2. Opportunity for discussion with teacher. 3. Clear guidelines regarding drafting and due dates. 4. Time assigned on a regular basis to discuss processes involved in the assignment. 5. Ensure that assignments are spread over the term to allow students to deal with the

workload. 6. Use available technology to allow students to access information e.g. LIFE, One Note, Google

Docs, Student Portal

Checking Assignments in class

1. Ensure the class is engaged in a meaningful activity then: • Give individual feedback. • Itemise feedback sheets for drafts derived from criteria sheets. • Give clear deadlines for each stage. • Be consistent – check homework all the time and expect it to be done well.

Grading Procedures

1. Discuss with class/individual students. 2. Be pro-active with students prior to due date to ensure they understand how the work will

be graded. 3. Be consistent in the application of the criteria.

Academic Feedback

1. Keep students and parents informed on a regular basis. There could be done by using the Parent portal, Student Diary, phoning, email, notice of concern, letter of commendation etc.

2. Highlight student’s abilities and focus on positives. 3. Limit negative feedback. 4. Model constructive criticism. 5. Feedback should be continuous – not just associated with assessment. 6. Feedback should be immediate, accurate, and relevant and have consistent delivery

(standard feedback sheet). 7. Provide one – on – one feedback and group feedback. 8. Feedback should be focussed and specific to the task at hand and aimed at improvement

rather than ‘cheerleading’

E.g. YES: “Well done on your sentence structure. The subject was clear and your choice of adjectives suited the atmosphere you wanted to create.”

NO: “Well done! I enjoyed reading that.”



Strategies for Classroom Procedures

Communication with parents and specialist staff

Open and honest communication between all parties is paramount. This will ensure a successful educational experience for all students. If necessary, meet with parents to discuss problems.

• Staff portal for any daily changes/ significant events of specific classes.

• Specialist staff of specific student to be emailed with any information they may need when communicating with that child. These may be incidents that have occurred either at home or school that may influence the behaviour of that student, or any ongoing conditions e.g. special educational/ medical needs.

These would be on a need to know basis to ensure the student’s privacy.

• Parent portal – for special events, equipment required, photographs of events at school, sporting fixtures, excursions etc.

• Notes home – especially when permission slips required and necessity for specific information to get home.

•Use student Diary for specific situations for individual students.

• Emails / phone call / meetings / parent interviews / formal reporting.

• School newsletter with section about weekly events in all grades.



RESPONSE STRATEGIES FOR CLASSROOM PROCEDURES Years 7-12

The whole school approach at St Joseph’s College employs a five signpost model which is used to help define the seriousness of particular misbehaviour and to make decisions about who is to manage the behaviour and how their is to be done.

LEVEL ONE: Signpost - Teacher Communication with Student

Teachers will help the students to understand that attitudes and perceptions related to classroom climate influence learning.

Teachers will help students develop their ability to use their own strategies for gaining acceptance from their teachers and peers.

• Characterized by infrequent, low level, minor or isolated incidents. They will be dealt with immediately by classroom teacher in the situation within which they occur.

Positive Strategies:

• Good behaviour can be promoted by using some or all of the strategies listed below. This is especially important for establishing a positive culture in the classroom and for students who do not otherwise demand much teacher attention. (Whole School Approach)

Such strategies can include:

• Whole School Approach - see Appendix 1.

• Using positive verbal and non-verbal cues.

• Giving praise and/or rewards to individuals for good behaviour, high work standards enthusiasm, good attitude.

• Encouraging students to achieve their individual short and long term goals.

• Writing positive comments in students’ work books.

• Providing opportunities for students to demonstrate success in the classroom.

• Writing notes home to Parents in the Diary.

• Awarding a certificate of special merit.

• Implementing short or long term reward systems in the classroom.

• Inviting a House Leader, Curriculum Leader or member of College Leadership Team to the class to praise students or inspect projects.

• Presenting certificates on assembly for special achievements.

• Using the raffle ticket system.

• Any other strategies that develop a positive atmosphere/culture within the room

e.g. Individual Behaviour Plans.

Support Strategies:

• Involve the PC Tutor by communicating the issue and asking them to talk with the student.

• Find out something that interests the student and begin building a relationship based on their.

• Use an important/significant adult in the student’s life to assist at the time. e.g. PC Tutor, sports or activities coach.

• Establish a peer mentoring system within the class.



• Use of older students to help mentor the student.

Response Strategies:

• Verbal warning during class.

• Movement of position in class. Insist on improved behaviour.

• Speak with student at the end of class outlining clear expectation for their behaviour in class.

• Record incidents of Student Misbehaviour in Teacher Diary as well as strategies used.

LEVEL TWO: Signpost - Teacher communication with student for repeated incidents and communication with home.

• Characterized by repeated incidents such as those that occur at level one. Such incidents may be considered to be becoming habitual and cause for more concern. Again these would be dealt with by the classroom teacher in the situation within which they occur.

• If the unsatisfactory behaviour continues, the teacher should continue to use the strategies outlined at the start of their document. He/she should use the following strategies to help deal with the continuing concerns.

Positive Strategies:

• Good behaviour can be promoted by using some or all of the strategies listed below. This is especially important for establishing a positive culture in the classroom and for students of average ability who do not demand much teacher attention. (whole school approach)

• Use whole school approach.

• Set up specific rewards with the student for improved behaviour.

• Using positive verbal and non-verbal cues.

• Giving praise and/or rewards to individuals for good behaviour, high work standards, enthusiasm, good attitude.

• Encouraging students to achieve their individual short and long term goals.

• Writing positive comments in students’ workbooks.

• Providing opportunities for students to demonstrate success in the classroom.

• Writing notes home to Parents in the Diary.

• Awarding certificates of special merit.

• Implementing short or long term reward systems in the classroom.

• Inviting a House Leader, Curriculum leader or member of College Leadership Team to the class to praise students or inspect projects.

• Presenting certificates on assembly for special achievements.

• Any other strategies that develop a positive atmosphere/culture within the room e.g. Individual Behaviour Plans. (whole school approach)



Support Strategies:

• Contact Parents by phone to establish a working relationship and to involve them in the process.

• Involve the PC Tutor by communicating the issue and asking them to talk with the student.

• Find out something that interests the student and begin building a relationship based on their.

• Use an important/significant adult in the student’s life to assist at their time.

• Establish a peer mentoring system with the class.

• Use of older students to help talk/mentor the student.

Response Strategies:

• Note to parents in the diary or phone call to parents. You must follow up by checking parent signature next lesson.

• Verbal warning during class

• Movement of position in class for extended period. Insist on improved behaviour.

• Speak with student at the end of class outlining clear expectation for their behaviour in class.

• Student asked to meet with teacher at break for conversation.

• Record incidents of student misbehaviour in Teacher Diary as well as strategies used.

• At the time of writing in the Diary he/she should be informed of the Classroom Management Procedures should their kind of behaviour continue.

LEVEL THREE: Signpost – Teacher communicates with House Leader

• Characterized by repeated misbehaviour despite the use of the strategies listed in Levels One and Two. The class teacher becomes concerned that there is a defiance of their repeated instructions. Communication made with Director who collects relevant data.

Where a student's behaviour continues to be unsatisfactory despite the use of Level 2 responses, the classroom teacher should:

• Continue to use positive strategies, support strategies and responses to unsatisfactory behaviour as in Level 1 and 2.

• Teacher links with Pastoral Team leader o Yellow behaviour card may be issued

• Pastoral Team Leader works with teacher/parents/students in addressing issue.

• Possible link to counselling staff

• Use a method (teacher card/responsible thinking sheets) to track the student’s behaviour in class over a period of time. The student should be informed before it begins and the teacher should explain the consequences of negative comments - (Movement to Level 4), plus other response strategies.

• Phone contact with parents should be made at the time.

• Rewards for improved behaviour should also be discussed.

• Pastoral team leader informs House Leader of student progress.

• Community Detention may be given at their point after consultation with House Leader.

Throughout the agreed period of time the information should be communicated to parents and with feedback on the student's behaviour.

If the student's behaviour is, in the view of the Class Teacher and House Leader, sufficiently inappropriate to warrant immediate intervention, the student should be moved on to Level 4.



Restorative conversations must occur where necessary and appropriate to ensure the quality of relationships is maintained and grown.

A teacher who anticipates the likelihood of an extreme incident should discuss with the Pastoral Team Leader arrangements for sending the student immediately to them. If it became necessary to use their arrangement the student would move to Level 4.

LEVEL 4: Signpost - Interview with parents and House Leader. Formal record of Interview and formal case management structures in place

• Characterized by an established pattern of misbehaviours or significant incidents despite use of strategies listed in levels 1, 2 and 3.

• The House Leader now informs the Pastoral team leader that the student’s behaviour has not improved despite Level 1 - 3 responses. The Pastoral Team leader and the House Leader consult over the appropriate ways to proceed. The classroom teacher, Pastoral Team leader and House Leader may work together managing different aspects of the case. Case management decisions will be made according to the individual situation and age of the student.

• The House Leader and the Pastoral Team Leader are to assist and support the student with pastoral care issues and/or appropriate classroom behaviours. The Pastoral Team Leader is to assist and support the teacher with classroom management strategies, appropriate methods of curriculum delivery and maintaining a suitable learning environment for the department. In these regards they may choose to do all or some of the following:

• Interview the student to determine personal issues or pastoral care needs affecting the student.

• Gather information about the student’s behaviour across all subjects by issuing profile sheets/email to all teachers who deal with the student.

• Investigate counselling or other ways to support a student with personal needs.

• Remove the student from the class for a period of time to allow time to defuse the situation and improve behaviour.

• Place the student on a yellow behaviour card. If the behaviour is ongoing the student may be moved to the Orange behaviour card.

• Advise the classroom teachers of issues that may be affecting the student’s behaviour.

• Advise the classroom teachers on behaviour management strategies that will assist the student.

• Identify a positive system of rewards to encourage the student to change their method of operation.

• Develop a program of support for the student involved as outlined in levels 1 - 3.

• Investigate extra tuition or other curriculum modifications.

• Monitor the student’s workbook and homework to determine learning needs.

• Consult with the teachers, Curriculum Leaders, counsellors or learning support staff where appropriate.

• Contact the student’s Parents by telephone.

• Community Detention may be given at their point as appropriate in consultation with House Leaders.



The Pastoral Team Leader and the House Leader must:

• Contact the Parents in writing and/or by telephone.

• If the student’s behaviour fails to improve the matter is to be referred to the Pastoral Team leader.

• Develop a system for monitoring of student’s behaviour e.g. issue Yellow behaviour card

LEVEL 5: Signpost – Interview, Intervention and case management with Pastoral Team leader and House Leader

• Characterized by a continued failure to change and correct previous misbehaviour or serious isolated incidents which may be illegal and/or dangerous and/or unethical and harm the rights of community members and is managed by consultation between the manager of Level Four and the House Pastoral Leader

• The Pastoral team leader will arrange an interview with Parents and the student to discuss essential changes in the student’s behaviour. A letter home following the interview will formalise the outcome of the interview– in particular, commitments made by the student (contracts). Copies of their correspondence will be forwarded to the student’s Pastoral Teacher, House Leader and relevant Class Teachers and will be placed in the student’s file.

• The Pastoral Team issues the student with a Yellow/Orange/Red Behaviour Card and arranges to meet daily with them.

• Investigate extra tuition or other curriculum modifications.

• Monitor the student’s workbook and homework to determine learning needs.

• Remove the student from class for several lessons to allow time to defuse the situation and for the student to improve their behaviour.

• Advise the teacher on classroom management techniques that will assist the student.

• Track student’s behaviour.

• Investigate counselling or other ways to support a student with personal needs.

• Identify a positive system of rewards to encourage the student to change their method of operation.

• Develop a program of support for the student involved as outlined in levels 1 - 4.

• Negative comments on the Behaviour card may result in the use of some of the following:-

• Friday Detention

•Alternate Detention Options (Saturday)

• Movement to Level 6.

LEVEL 6: Signpost – Interview with Deputy Head of Campus

• Level Six misbehaviour is characterized by a Level Five manager’s referral and or illegal and/or illegal and/or dangerous and/or unethical incidents which are deemed to cause unacceptable damage to the rights of community members.

This level is managed by the Deputy Head of Campus with the Head of Campus.



• The Deputy Head of campus in consultation with the Head of Campus takes over management of the case at Level 6. At this stage Brisbane Catholic Education Policies are reviewed to ensure correct protocol has been followed. Further behaviour breaches at their stage will lead to:

• Special Detention Options

• Internal Suspension (under the direction of the Head of Campus)

• Enrolment Review Interview

• Review of Enrolment Conditions



Example Sheet - Attachment 1 (For use with Chapter 27 of DON’T JUST STAND THERE, YELL SOMETHING)

A CHECKLIST OF BEHAVIOUR MANAGEMENT OPTIONS:

1. Tactical ignoring/selective attending 2. Direction/re-direction 3. Flashcards 4. Rule referrals 5. Behaviour charts/reward systems 6. Choices and logical consequences 7. Rule questions 8. Responsible choices questions 9. Low-intrusion techniques - cueing,

body language, non-verbal signals, proximity

10. Behaviour monitoring 11. Playground withdrawal 12. Playground licences 13. Playground monitoring 14. Seating plan 15. In-class withdrawal 16. In-class supervision 17. Time-out/cool-off cards 18. Exit plans 19. Subject withdrawal/changes 20. Buddy system/class changes 21. Behaviour agreements 22. Small group/whole class social skilling 23. Teacher aide withdrawal sessions

24. Behaviour work with Behaviour Support Teacher

25. Counselling 26. Use of appropriate mentors 27. Peer mentoring 28. Visits by external agency 29. Case conferencing/Parent interviews 30. Mediation 31. Individual Behaviour Management

Plans (IBMP) 32. Voluntary Parent contact 33. Modified school attendance 34. Referral to internal and external

support agencies 35. Physical restraint 36. Alternative Education Program (AEP)

(linked to IBMP) 37. Suspension 38. Distance Education 39. Dual enrolment 40. Work placement of Community

service 41. Supervised visit to alternative campus 42. Exclusion



Example Sheet - Attachment 2

BEHAVIOUR AGREEMENT

Student Name: ____________________ Year level ______________

The following are the behaviour standards for (class or subject) at St Joseph’s Catholic College, De La Salle Campus. It is the expectation of the school and teacher that all such standards will be upheld by any student participating in (class or subject).

(a)_________________________________________________________________________

___________________________________________________________________________

(b) ___________________________________________________________________________

___________________________________________________________________________

I_________________________________________________________________________

___________________________________________________________________________

(d)_________________________________________________________________________

___________________________________________________________________________

At present, certain behaviours are of concern. These are:

___________________________________________________________________________

___________________________________________________________________________

Further participation in (class or subject) is dependent upon an improvement in behaviour in order to meet the required standards. The student will be assisted with their improvement in the following ways:

___________________________________________________________________________

___________________________________________________________________________

Failure of a student to attempt to improve behaviour, or to accept the assistance provided, may result in the following consequences being applied:

___________________________________________________________________________

___________________________________________________________________________

Student undertaking: I have been informed of expectations and am willing to work to improve my behaviour and meet the standards required.

Signed: ________________________________ Date: ___________________

Teacher commitment: I am willing to assist their student to improve behaviour and meet the standards that I have set.

Signed: ________________________________ Date: ___________________




HANDLING ATTENTION SEEKERS - A CHECKLIST Tactically ignore behaviour unless appropriate. Remove the audience using seating plans, In-class withdrawal areas and if necessary buddy classes.

• Role plays/drama/joke sessions

• Chat sessions (start or conclusion of lesson)

• Peer mentoring (especially younger year levels)

• Group work

• Provision of class responsibilities (helpers)

• Behaviour Monitoring Systems

• Learning Support time with Teacher Aide/Parent helper

• Work or Behaviour Agreements

• Use of personal non-verbal signals

Make learning tasks attention focusing

• Reduce workload to fit attention span (small quotas - short term goals timed work periods)

• Use of colour and visual media in work tasks (draw attention to the task, not the surroundings)

• Use of manual manipulation in work tasks (e.g. computers, practical tasks - blocks, puzzles, models)

• Provide music in the background or as part of the task (can soothe, provide sense of change, overrides talk)

• Offer choices and variety of learning approaches (allow student input into the curriculum)

• Regular task feedback and review of information (inform them of their successes, track their problems)

• Emphasise ‘real world’ relevance of work tasks (emphasise the practical applications)

• Get personal and monitor closely (establish relationships, look attentive, move about)

• Incorporate stretch or talk breaks into lessons (prevent tiredness or boredom)

• Have tangible rewards, but issue them randomly (encourage effort, but foster self-motivation)




NON-EMOTIVE TECHNIQUES - A SUMMARY

DIRECTIVE QUESTIONS

‘[Student name], could you please………….?’

RULE QUESTIONS

Question 1: ‘What are you doing?’ Question 2: ‘Is it against the rules?’ Question 3: ‘What should you be doing?’

THE ‘CRACKED RECORD’ APPROACH

Continue to repeat the instruction, ignoring secondary behaviour

RESPONSIBLE CHOICE QUESTIONS

Statement 1: ‘What are you doing?’ Statement 2: ‘What should you be doing?’ Statement 3: ‘Are you going to do it?’ Statement 4: ‘You have chosen to go to reflection.’

THE ‘I’ MESSAGE

Part 1: Identify the offending behaviour (avoiding the blaming word ‘You’) Part 2: State your feelings or why the behaviour is inappropriate Part 3: State what corrective action you would like to occur Part 4: State the consequences of continued inappropriate behaviour’

DIRECTIVE STATEMENTS

‘[Student name], ….[Instruction] …..please.’




PLOTTING YOUR PROBLEMS

Behaviour sources

Medical, Emotional, Environmental, Organisational and Relationship factors.

[Type here]

Student behaviour

What you see them doing

[Type here]

Teacher interpretation

How it makes you think and feel

[Type here]

Behaviour problems

How you interact with the student as a result

[Type here]




MY REFLECTION FORM - UPPER PRIMARY/SECONDARY

Name: __________________________ PC________Year________

1. What did I do that violated the school of class behaviour code:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Who was affected by my behaviour and how?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. In what way can I repair any damage done?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. What should I do to avoid their situation in the future?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Teacher comments:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Signed: _______________________________ Date ____________________

Parent’s signature: _____________________________________




Student Behaviour Management Plan - Sample

Example Sheet - Attachment 8

Note: The individual circumstances of each case should be taken into account when deciding and applying consequences of behaviour.

• Student behaviour management plan (sample)

• Restorative meetings and Restitution plan Complete reflection form Apology to specific student/adult Replace broken/stolen item Complete missed work

• Acknowledgement plan

• Praise/encouragement

• Additional computer time

• Class responsibilities (teacher’s helper)

• Tangible rewards (stickers/stamps/stationery prizes)

• Group points system (trade for game time)

• Class points system (trade for video/pizza day)

• Letter/phone call to parents

• Crisis plan

• Red card to office

• Ensure class safety (remove class if necessary)

• Administration withdrawal of student

• Voluntary parent contact (talk to student on phone) (supervise student) (withdraw student for day) (leave up to school)

• Suspension

• Modified timetable

• Exclusion

• Correction plan

• Non-verbal cues

• Verbal directions/redirection

• State choices and consequences

• Enforce consequences

• Reflection desk and form

• Buddy class

• Completion of work at an alternative time

• Parent contact/conference

• Support plan Teacher aide: Betty Smith Counsellor: Tim Williams Buddy teacher: Sue Brown 2B DP: Frank Davis



(For use with Chapter 5 of DON’T JUST STAND THERE, YELL SOMETHING)

PROBLEM SOLVING MODELS

• Addressing behaviour problems

• Teacher identifies problem exists

• Teacher accepts ownership and initiates change

• Corrective strategy immediately applied

• Organisational factors examined/modified

• Relationship factors examined/modified

• Additional support/advice sought if necessary

• Addressing source problems

• Teacher notes no change despite corrective strategies and focus on organisation and relationships

• Additional support sought (Deputy Head of Campus/counsellor/behaviour teacher/parent)

• Case Management approach adopted

• Teacher adopts strategies recommended via case conferencing

• Teacher communications with case manager and support personnel



Policy on Mobile Phones and Devices (Ipod, Ipad, Itouch)

Responsibilities:

The College respects the need of some students to have a Mobile phone and devices at school. However, owners of Mobile phones and devices have a responsibility to follow school directions with regards to their use and storage.

Rights:

All students have the right to own a mobile phone and/or electronic devices. The College has a right to stipulate how they will and won’t be used at school.

Routines:

1. Mobile phones and devices are the responsibility of the owner. The school accepts no responsibility for them.

2. Mobile phones and devices should be kept on the person - NOT IN BAGS.

3. Mobile phones and devices may be handed in to House Leaders or class teachers for safekeeping.

4. At activities after school efforts must be made to ensure the safety of Mobile phones and devices. 5. Classroom use of Mobile phones and devices will be at the direction of the teacher and for academic purposes.

Rules:

1. Mobile phones and devices may not be used in class without teacher direction and approval. Their includes leaving them on the desk, making calls, receiving calls, sending text messages, receiving text messages, taking photographs, recording sound or video and playing games. Mobile phones and devices will be confiscated by teachers and given to the Student Office or the Junior School Office when this occurs.

2. Mobile phones and devices may not be touched during examinations. Text messaging will lead to suspicion of cheating.

3. Selling or buying Mobile phones and devices is STRICTLY FORBIDDEN and could lead to an enrolment review interview with the Deputy Head of Campus or Head of Campus.

4. Mobile phones and devices may not be used for taking photographs, recording sound and video recording of ANY activity without the knowledge and consent of the teacher and ANY student behaviour which may invade the privacy of the individual/s and/or bring the reputation of the school in to disrepute.

POSITIVE GROWTH AND SUPPORT PROGRAM

Service & Attitude program

ACADEMIC

Gold Silver Bronze

Documents

Student Behaviour Support Plan - stjosephscoomera.qld.edu.au · learning plan for the school which employs Restorative Practice as a core underpinning to Behaviour management as well