Watson Road State School

DET

Review date 31/12/20202018 -2020Watson Road State School

Responsible BehaviourPlan

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Contents:

Page

Index

2 1. Purpose2. Consultation and Data Review3. Roles & Responsibilities

5 4. Learning and Behaviour Statement6 5. Processes for facilitating standards of positive

behaviour and responding to unacceptable behaviour

8 6. Responding to positive behaviour Postcards CARE Cash Student of the Week Attendance

10 7. Responding to Unacceptable Behaviour11 8. Consequences for unacceptable behaviour13 Definition of consequences14 9. Emergency or critical incident responses16 10. Network of student support16 11. Consideration of individual circumstances18 12. Related legislation18 13. Related procedures18 14. Some related resources18 15. Endorsement

Appendix I – Watson Road SS Behaviour ExpectationsAppendix II – Attendance PolicyAppendix III - Procedures for Preventing and Responding to Incidents of Bullying (including Cyber bullying)Appendix IV - The Use of Personal Technology Devices* at SchoolAppendix V – Student SuspensionsAppendix VI- Student Incident Report

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Watson Road State School 2018

Responsible Behaviour Plan for Students based on The Code of School Behaviour

1. Purpose

Watson Road SS 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 wellbeing.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.

2. Consultation and data review

Watson Road SS developed this plan in collaboration with our school community. Broad consultation with students, staff and community members was undertaken through survey distribution and community meetings held during 2018.

A review of school data relating to attendance, unexplained absences, suspensions and exclusions and behaviour incidents from 2016-2018 also informed the development process.

The Plan was endorsed by the Principal and Regional Executive Director or Executive Director (Schools) in XXX 2018, and will be reviewed in 2020 as required in legislation.

3. Roles and Responsibilities

ALL SCHOOL COMMUNITY MEMBERS• actively engage with the Positive Behaviours for Learning (PBL) culture of the school• conduct themselves in a lawful, ethical, safe and responsible manner that recognises and respects the rights of others

STUDENTS•    behave in a responsible manner•    take responsibility for their own behaviour and learning•    learn to the best of their ability and actively participate in the school’s education program•    cooperate with staff and others in authority•    strive for personal success•    value and respect all school community members including themselves•    value and respect all school community property• actively engage with the Positive Behaviours for Learning (PBL) culture of the

school

TEACHERS•     teach and evaluate students•     provide programs suitable to the needs of individual students•     provide a safe and supportive learning environment•     contribute to a supportive school environment •     value and respect all school community members•     strengthen self-confidence and self-worth amongst students•     reflect and implement the values and beliefs of the school community•     initiate and maintain constructive communication and relationships with students and parents/carers•     encourage parents to take an active interest in the progress of their child •     exchange ideas on quality teaching practices regularly and openly

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•     create exciting and active learning environments•     implement behaviour management strategies•     provide skills which assist students make responsible choices•     contribute positively to behaviour support plans which concern students in their care •     role model self-managing behaviours• actively engage with the Positive Behaviours for Learning (PBL) culture of the

school• demonstrate a whole school consistency in response to unacceptable student

behaviour (WRSS Whole school approach to the Managing of Student Behaviour. See PBL Handbook p11)

PRINCIPAL•    contributes to a supportive school environment •    role-models self-managing behaviours•    values and respects all school community members•    strengthens self-confidence and self-worth amongst students•    reflects and implements the values and beliefs of the school community•    encourages parents to take an active interest in the progress of their child •    provides skills which assist students make responsible choices•    plays a strong leadership role in implementing and communicating DET’s Code of School Behaviour in the school community http://behaviour.education.qld.gov.au/SiteCollectionDocuments/disciplinary-decisions/code-school-behaviour-a3.pdf •    ensures consistency and fairness in implementing the school’s Responsible Behaviour Plan for Students•    communicates high expectations for individual achievement and behaviour•    reviews and monitors the effectiveness of school practices and their impact on student learning•    supports staff in ensuring compliance with DET’s The Code of School Behaviour and facilitates professional development to improve the skills of staff to promote responsible behaviour• leads in the delivery of a whole school consistency in response to unacceptable student

behaviour (See PBL Handbook p11)• engages with the Positive Behaviours for Learning (PBL) culture of the school.

ADMINISTRATIVE SUPPORT STAFF•    support classroom teachers in the location and allocation of resources•    complete tasks as directed by the Principal•    contribute to a supportive school environment •    value and respect all school community members•    role model self-managing behaviours• actively engage with the Positive Behaviours for Learning (PBL) culture of the school.

TEACHER AIDES•     reflect and implement the values and beliefs of the school community•     value and respect all school community members•     role model self-managing behaviours•     contribute to a supportive school environment•     implement behaviour management strategies•     prepare and supervise student work areas, e.g. small group activities, playground duty•     support classroom teachers in the implementation of programs•     complete tasks as directed by classroom teachers or the Principal e.g. record keeping, preparing resources• demonstrate a whole school consistency in response to unacceptable student

behaviour (See PBL Handbook p11) actively engage with the Positive Behaviours for Learning (PBL) culture of the school.

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PARENTS/COMMUNITY•     value and respect all school community members•     role model self-managing behaviours•     ensure children are equipped for school, arrive and depart punctually•     ensure children attend school daily unless ill•     show an active interest in their child/ren’s schooling and progress•     cooperate with the school to achieve the best outcomes for their child•     support school staff in maintaining a safe and respectful learning environment for all students•     initiate and maintain constructive communication and relationships with school staff regarding their child/ren’s learning, wellbeing and behaviour e.g. report any incidents to class teacher or Administration•     contribute positively to behaviour support plans that concern their child/ren• support the Positive Behaviours for Learning (PBL) culture of the school

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4. Learning and behaviour statementAll areas of Watson Road SS 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 education programs.

Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviour and responding to unacceptable behaviours. Clearly stated, shared expectations for student behaviour are outlined within the school plan assisting Watson Road SS 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 community has identified the following school expectations to teach and promote our high standards of responsible behaviour: Be Safe Be Kind Be Respectful Be a Learner

Our school expectations have been agreed upon and endorsed by all staff and stakeholders. They are aligned with the values, principles and expected standards outlined in DET’s Code of School Behaviour.

School beliefs about behaviour and learning

At Watson Road State School we believe that the practices and behaviour of teachers and other staff members at our school can, and do, influence student behaviours. We believe that creating a positive learning environment which caters for a diverse range of learning styles and individual needs provides opportunities for children to exhibit constructive learning behaviours. We believe positive relationships between adults and children underpin learning success and productive behaviour choices at school.

Our Positive Behaviours for Learning (PBL) Program ensures a whole school approach to a range of positive and responsive interventions, as well as whole group and individualised strategies, to achieve important social and learning outcomes that assist in beneficial, long-term behaviour in children.

The underpinning belief that students are responsible for their own learning and behaviour is strengthened and supported by the belief that the school’s role is to support the development of responsible thinking in students. An outcome of this would be their decision to choose acceptable behaviour over unacceptable behaviour.

We actively create a supportive environment with consistency and continuity through our whole school PBL practices of:

actively acknowledging positive behaviours ensuring a range of positive rewards and incentives making appropriate environmental adjustments ensuring a whole school approach to consistent and fair management of

unacceptable behavior.

We believe that when this learning happens it is vital to:

celebrate diversity and recognise that each one of us has skills and strengths to contribute

differentiate and meet the needs of the whole child.

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Our Philosophy

At Watson Road SS we provide a positive learning environment for a diverse range of learning styles and individual needs. We believe education is a life-long process and students need to be empowered to take ownership on their own learning and behaviour.

Students, teachers, parents, caregivers and community members are all active participants in our school. Staff and students at Watson Road SS have the right to work to their potential in a safe, disciplined and supportive environment, free from disruption, abuse or threat.

We reinforce and promote this philosophy through being kind, safe, respectful learners.

We do this by setting expectations, facilitating explicit teaching and learning, monitoring student responses and reporting regularly to parents.

We:

adhere to the School Wide Expectations Matrix (PBL Handbook p4) implement school rules regularly through explicit reference and formal and informal

conversation explicitly teach behavioural and social expectations and standards for classrooms

and every other area of the school (PBL Handbook pp 4-5)

When monitoring student responses we:

observe and record student behaviour (One School, Office Referral databases) use positive reinforcement review expectations provide support when required e.g. Referral Process for Behaviour (See PBL

Handbook p16) facilitate extra social and emotional learning experiences gather data and information to inform planning.

In reporting we:

use data and information gathered to inform program development and specific lessons required for positive student behaviours.

5. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour

Universal Behaviour SupportThe first step in facilitating standards of positive behaviour is communicating those standards to all students. At Watson Road State School we emphasise the importance of explicitly 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 designed to prevent unacceptable behaviour and provides a framework for responding to unacceptable behaviour. (PBL Handbook p11)

A set of behavioural expectations in specific settings has been attached to each of our four school rules. The School Wide Expectation Matrix (PBL Handbook p4) outlines our agreed rules and specific behavioural expectations in all school settings.

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Using a three-tiered approach to facilitating standards of positive behaviour and responding to unacceptable behaviour, it is possible to outline whole school provision of universal, targeted, and intensive supports.

UniversalIn a supportive and well-disciplined school approximately 80% to 90% of students require little, if any, additional support to follow the school rules and demonstrate appropriate social behaviours. Universal levels of support are provided to all students.

TargetedIn a supportive and well-disciplined school approximately 10 to 15% of students may occasionally need additional targeted support, specific adjustments or program intervention. Targeted support is typically delivered in small groups to the identified population.

IntensiveIn a supportive and well-disciplined school approximately 2 to 5% of students may need more intensive support and/or flexible learning options to assist them to continue their learning. These are typically individualised interventions for students with highly complex and challenging behaviours. (Model of behaviour Tier 2 Supports – PBL Handbook p15)

The PBL Framework we implement at Watson Road State School comprises 7 essential components:1. rincipal Endorsement – the Principal participates and leads this process to guide

decision making and problem solving.2. A common purpose and approach to discipline – a PBL Committee has been

established and a statement of purpose has been developed. (WRSS Mission Statement PBL Handbook p3)

3. Expectation System – the development of our Power Up Points for promoting positive behaviour around our four school expectations – Be Kind, Be Safe, Be Respectful, Be a Learner.

4. Teaching System – explicit teaching so students understand and continue to develop knowledge of the expectation system.

5. Reinforcement System – continuum of procedures for encouraging expected behaviours.

6. Problem Behaviour Response System – continuum of procedures for discouraging unacceptable behaviours, clear understandings of unacceptable behaviour (minors/majors) and possible consequences.

7. PBL Implementation System – procedures for ongoing monitoring and evaluation of PBL effectiveness eg classroom, playground, Admin, internal and external PBL Coaches, SET

:Watson Road SS implements the following proactive and preventative processes and strategies to support student behaviour:

establishing, displaying and explicitly teaching classroom rules which are stated positively building rapport by listening and talking with students in and outside the classroom,

respecting their individuality and providing opportunities for students to contribute within the curriculum framework

establishing a positive physical environment by valuing the environment and encouraging students to appreciate the physical environment through equitable distribution of praise

teachers support the School Improvement Agenda of a clearly articulated whole school consistent approach to the teaching of reading; and re-energising WRSS as a Positive Behaviours for Learning (PBL) School building upon the current supportive atmosphere of the school to build an ethos of high expectations and a commitment to purposeful, successful learning

using positive language and speaking calmly, politely and respectfully, using short, clear instructions. EG. Redirections: state what to do rather than what not to do

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explicit teaching of a specific skill over a week/fortnight develop Individual Behaviour Support Plans (IBSP) with students, parents and relevant

specialists (where appropriate) for students who demonstrate repeated unacceptable behaviour to provide a personal framework of positive behaviour expectations and actions and to enable staff to provide consistent strategies or adjustments across all learning environments

reinforce positive behaviour by using Power Up Points, acknowledging students for positive behaviour

a dedicated PBL section in the school newsletter to keep parents abreast of WRSS’s behaviour expectations of students

School PBL Committee members provide regular feedback of data analysis to staff and parents via meeting minutes, weekly updates, newsletters and data collection.

Implementation of specific policies to address: o Procedures for Preventing and Responding to Incidents of Bullying (including cyber

bullying and recording incidents for data collection) (Appendix III).o The use of personal property technology devices at School Appropriate Use of Mobile

Telephones and Other Electronic Equipment by Students (Appendix IV)

Student Services Hub – PlayZoneThe aim of the PlayZone is to support teachers in creating a positive learning environment by reducing repeated classroom disruptions/distractions. The Playzone is staffed by a Student Support Services member.

The PlayZone is utilised to support students during recess and eating times.

6. Responding to positive behaviour

Reinforcing expected school behaviourAt Watson Road SS, communication of our key messages about behaviour is backed up through reinforcement, 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 the quantity and quality of positive interactions between students and staff. All staff members are trained to give consistent and appropriate acknowledgement and rewards.

Classrooms: Specific and genuine praise Power Up Points Behaviour Chart – students work towards achieving Superhero Status Superhero cape and mask for a day – Be Kind, Be Safe, Be Respectful and Be a

Learner Principal’s morning tea Opportunities for students to visit the Principal/DP to showcase excellent behaviour

and academic work

Playground: Specific and genuine praise Power Up Points Active supervision by staff and mentors Peer social supports Supported play in PlayZone Lunchtime Clubs

Whole School: Students of the Week – assembly, school newsletter Superhero cape and mask for a day – each class x 4 Superheroes Superhero Rewards Days (2 x per term) Superhero Shop (wrist bands, pencils, stationery, etc)

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Students/class work showcased in the office/on assembly

Signage:Artwork, signs, flags designed and installed at front of the school – 4 x school expectations.

Student of the Week:Each class teacher nominates students from their class on weekly Assembly. Based on behaviour, leadership or social success in class or the playground.

Superhero PowerUp Points:Staff members hand out PowerUp Points each day to students they observe following school expectations in both classroom and non-classroom areas. This reinforcement occurs continuously throughout the day. When they ‘catch’ a student following the expectations they can choose to give them PowerUp Point. When students are given PowerUp Points, they present them to their teacher and their ‘passport’ is stamped accordingly. Power Up Points have different values for different staff members eg teachers x 1, teacher aides x 2 points, specialist teachers x 3 points, Principal/DP x 4 points, relief teachers x 5 points.PowerUp Points are compiled and recorded with prizes being available for purchase from our Superhero’s Shop. They are accumulative across a term with points gathered in Week 10 going towards the following term’s points. The Junior school totals points via passport stamps. Senior school records points on an excel spreadsheet.

Superhero Rewards Days:A rewards day is celebrated twice each term. This day acknowledges and celebrates positive student behaviour.

Principal’s Morning Tea:This event is an invitation only event held once a term. Teachers nominate two (2) students from each class to attend the morning tea.

The prizes are reviewed regularly with consultation of both staff and students.

This system teaches students important life skills in regards to earning, budgeting and spending money. The below is a guide on how the cash may be handed out:

Suggestions for handing out Power UP Points: Acknowledgment of students:

(See Whole School Rewards System PBL Handbook pp6-7

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Actions: following school expectations (Expectation Matrix / PBL Weekly Focus)*

Be Kind Be Safe Be Respectful Be a Learner

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Attendance Recognition

At Watson Road SS, attendance is a school priority (Appendix II). We are committed to promoting the key message Every Day Counts and we recognise our student’s efforts by celebrating outstanding attendance by: weekly attendance award at whole school assembly – Detective Watson consistent messages in newsletter and on parade Principal’s comment on Report Cards

WellbeingWatson Road SS not only strives for academic excellence, we are also deeply committed to the positive health and wellbeing of all students. Through multiple wellbeing programs, we instil confidence and self-worth to ensure your child grows to be an inspired and empowered community member who respects themselves and others. At Watson Road SS we are dedicated to student positive behaviour supported through our

Cultural Celebrations Art Therapy Zones of Regulation (Student Services Hub) Guidance Officer (Counselling) Girls Group (Mission Aust) Chaplaincy Positive reinforcement and recognition

A strong support network from the school leadership team, class teachers, senior students, guidance officer and outside agencies, such as Mission Australia, guide our students and teach them life skills necessary to succeed in our classrooms, the school community and as a global citizen.

For our students with medical, psychological, learning or other special needs, our Student Services Support Hub Team and Guidance Officer work with classroom teachers to provide opportunities and resources that foster their potential despite their challenges.

7. Responding to Unacceptable Behaviour

A set of behavioural expectations in specific settings has been attached to each of our four school expectations. The School wide Expectations Matrix (see p14 & PBL Handbook pp4-5) outlines our agreed expectations and specific behavioural expectations in all school settings.

These expectations are communicated to students via a number of strategies including: staff constantly modelling and displaying expected behaviour; being fair and

consistent; treating all students equally; and building trust and rapport PBL whole school approach using a common language model which provides

students with opportunities for discussion, problem solving and choice PBL lessons conducted by classroom teachers with a specific weekly/fortnightly

focus – the lessons are data driven and are communicated to teachers through Weekly Updates and to parents via the School Newsletter

whole staff engaging in preventative skills PD related to WRSS’s context and location e.g Non Crisis Intervention, Poverty and Trauma (MAPA), Cultural context PD such as Hidden Histories and Essential Skills for Classroom Management training.

Students come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others.

Re-directing low-level and infrequent problem behaviour

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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 redirect them to change their behaviour to align with our school’s expectations.

In re-directing low-level problem behaviour students are encourage to reflect on their own behaviour, evaluate it against expected school behaviour, and plan how their behaviour could be modified so as to align with the expectations of our school community. Repeated low-level behaviour may be referred to the PBL Committee.

Targeted behaviour support:

PBL Tier 2/3 data is analysed at the PBL fortnightly meetings and individual students may be identified as needing targeted behavioural support due to repeated minor behaviours. Minor behaviours which are occurring frequently may put a student’s learning and social success at risk if not addressed in a timely manner. Analysis of the data will inform appropriate/effective strategies for intervention. The expectation is that teachers will be actively involved in this process ie attend meetings and implement/support recommended strategies. Identified students’ behaviour will be monitored and reviewed at following PBL meetings. If behaviour continues the student will be referred to the Regional Behaviour Support Team for more intensive intervention.

Students identified, through our data, will attend their normal scheduled classes and activities. Where required, adjustments will be made to Curriculum (ICPs); one-on-one teacher aide support may be timetabled; and/or intensive social skills training may be made available. Specific goals for improvement will be identified. These goals and the strategies used to achieve them are documented in an Individual Behaviour Support Plan (IBSP). (see PBL Handbook pp 17 - ???All support documentation will be entered on OneSchool.

This is coordinated by a school-based team. All staff members are provided with regular professional development consisting of an overview of programs, the referral and response process, the reporting responsibilities of staff and the specific needs of identified students.

As stated, if a student’s behaviour does not improve after participation in this process, or if previous behaviour indicates a need for specialised intervention, intensive behaviour support will be actioned. Watson Road SS has access to the Regional Behaviour Support Team Services.

Intensive behaviour support: School-based Intervention Team (SBIT) & PBL TeamWatson Road SS recognises that students with complex and challenging behaviours need comprehensive systems of support. The School-based Intervention team (SBIT: works with other staff members to develop appropriate behaviour support strategies monitors the impact of support for individual students through continuous data collection makes adjustments as required for the student works with the student, family and teacher to achieve continuity and consistency. draws up a behaviour plan for tier 2/3 students seeks the support of the PBL Coach and/or the assistance of the Regional Behaviour Support Team.

The SBIT has an effective referral system in place:Step 1: identify student through teacher observation/data (whole school consistent approach to recording behaviours on OneSchool)Step 2: complete referral form (SBIT)Step 3: teacher contacts parent (discuss why / gain approval)Step 4: teacher presents at SBIT meetingStep 5: team identifies needs and directs to appropriate school-based support teamStep 6: where applicable external agencies involved

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8. Consequences for unacceptable behaviour

Watson Road SS makes systematic efforts to prevent inappropriate or unacceptable student behaviour by teaching and reinforcing expected behaviours on an regular 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.

An office referral form (PBL Handbook p20) is used to record all minor and major behaviours. Behaviour will be recorded on OneSchool by teachers (teacher aides record on office referral form and hand to class teacher to enter on OneSchool)

Teaching staff refer a student to Admin for major and/or continuous, persistent minor behaviours. Parent contacted as per WRSS Whole School Approach to the Managing of Student Behaviour (PBL Handbook p11)

Minor and major behaviours

When responding to inappropriate behaviour the staff member first determines if the problem behaviour is minor or major, 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 school Administration team

Minor inappropriate behaviours are those that: are minor breaches of the school expectations 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 inappropriate behaviours do not require involvement of specialist support staff or Administration repeated minor behaviours may become major if consistent and persistent over a short

period of time

Minor inappropriate behaviours may result in the following consequences: a minor consequence logically connected to the inappropriate behaviour such as partial removal (Recharge), individual meeting with the student, apology or restitution a re-direction process where the staff member takes the student aside and:

1. names the behaviour that student is displaying/ask students to name the behaviour (natural justice)

2. asks 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 school Administration repeated minor behaviours may become major if consistent and persistent over a short

period of time

Major behaviours result in an immediate referral to Administration because of their seriousness. When major problem behaviour occurs, staff members calmly state the major problem behaviour and remind the student of expected school behaviour. Students must be given the opportunity to explain situation/behaviour (natural justice)

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Major problem behaviours may result in the following consequences: Level One: Time in office, reflection, loss of privilege, restitution, warning regarding future

consequence for repeated offence, Parental contactAND/OR

Level Two: Parent meetings, referral to Guidance Officer, referral to Intensive Behaviour 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 (including knives) or drugs may expect a School Disciplinary absence (suspension or proposal/recommendation for exclusion) as a consequence of unacceptable behaviour.

Students who are suspended are not permitted on school grounds or to school based events e.g. Discos, sports day, school camps etc. Students who have been on suspension and/or display high level of unacceptable behaviours at school may not be allowed to represent the school and/or participate in school incursions and/or excursions based on the safety concerns for themselves and others. This decision will be at the discretion of the Principal. (WRSS - Major and Minor Behaviour by Behaviour Category – see PBL Handbook pp9-10 )NOTE : All students who receive a suspension MUST have a re-entry meeting accompanied by a parent.

1. Definition of Consequences

Time out/Recharge/Reset

A principal or school staff may use time out as a strategy for students to manage their own behaviour and to assist the student to calm down.

During time out, student is to be supervised and given an opportunity to re-join class in intervals of no more than 10 minutes.

Detention/Reflection A principal or teacher may use detention/reflection as a consequence for disobedience, misconduct, or other breaches of school expectations.

A detention is no more than 30 minutes during school lunch or 30 minutes after school (parent will be contacted before after school detention is imposed).

Temporary Removal of Property

A principal or staff member of Watson Road SS has the power to temporarily remove property from a student, as per the procedure Temporary Removal of Student Property by School Staff.

School Disciplinary Absences (SDA)Suspension A principal may suspend a student from school under the following circumstances:

disobedience misbehaviour conduct that adversely affects, or is likely to adversely affect, other students enrolled

at the school conduct that adversely affects, or is likely to adversely affect, the good order and

management of the school the student’s attendance at the school poses an unacceptable risk to the safety or

wellbeing of other students or staff of the school.

Discipline Improvement Plan

A discipline improvement plan is a written agreement that sets out strategies and steps to improve a student’s behaviour. It outlines the expectations for behaviour, the consequences for inappropriate behaviour and the support that will be provided by the school.

Proposed exclusion or recommended exclusion

A student may be suspended pending a decision to exclude when the student’s behaviour is so serious that suspension of the student from the school would be inadequate to deal with the behaviour. A student may be suspended or excluded for the following reasons:

persistent disobedience misbehaviour conduct that adversely affects, or is likely to adversely affect, other students conduct that adversely affects, or is likely to adversely affect, the good order and

management of the school the student’s attendance at the school poses an unacceptable risk to the safety or

wellbeing of other students or staff of the school. the student has been convicted of an offence and the Director-General is reasonably

satisfied it would not be in the best interests of other students or of staff for the student to be enrolled at the school.

*Refer to departmental procedure Safe, Supportive and Disciplined School Environment for further details

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Relate unacceptable behaviours to expected school behavioursWhen responding to unacceptable behaviours, staff members ensure that students understand the relationship of the 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; and demonstrate the expected behaviour where

possible eg running on concrete – ‘Stop, go back, and show me how you can walk’. explain how their behaviour differs from expected school behaviour, describe the likely consequences if the unacceptable behaviour continues; and identify what they will do to change their behaviour in line with expected school behaviour.

Should an unacceptable behaviour be repeated, the staff member may not repeat the discussion/explanation process but simply remind the student of the consequences of their unacceptable behaviour.

Ensuring consistent responses to inappropriate or unacceptable behaviour

At Watson Road SS staff members authorised to issue consequences for unacceptable 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.

Students also receive training about how to respond when other students display unacceptable behaviour (High Five), and the courteous way to respond when a staff member re-directs their behaviour or consequences are applied for problem behaviour.

Student disciplinary absences (suspension and exclusion) may be considered: in the event of a serious, one-off behaviour incident or after consideration has been given to all other responses*repeated minor behaviours may become major if consistent and persistent over a short period of time

9. 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 unacceptable 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.

Immediate strategies Avoid escalating the problem behaviour Avoid shouting, cornering the student, moving into the student’s space, touching or grabbing the

student, sudden responses, sarcasm, becoming defensive, communicating anger and frustration through body language

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

Approach the student in a non-threatening manner Move slowly and deliberately toward the problem situation, speak privately to the student/s where

possible, speak calmly and respectfully, minimise body language, keep a reasonable distance,

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establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates Whole school lockdown if situation deemed unsafe for others.

Reinforcement and Correction Strategies

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 unacceptable behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour.

Follow Up Strategies

Restore normal school operations as soon as possible.

Provide post incident opportunities that include:o assisting any distressed student/s to access appropriate support, e.g. Guidance Officer.o assisting the individual 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.

o developing an Individual Student Behaviour Plan (ISBP) to assist the student to develop a personal framework of expectations and appropriate actions

o developing a Negotiated Attendance Plan where necessary

Physical InterventionTrained staff (Management of Actual or Potential Aggression (MAPA ) - Physical Component) 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.

Appropriate physical intervention may be used to ensure that Watson Road SS’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 and may only be undertaken by appropriately trained staff (MAPA – physical component)

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.

Physical intervention is not to be used as a response to: property destruction school disruption refusal to comply verbal threats leaving a classroom or the school, unless student safety is clearly threatened.

Any physical intervention made must: be reasonable in the particular circumstances,

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be in proportion to the circumstances of the incident always be the minimum force needed to achieve the desired result, and take into account the age, stature, disability, understanding and gender of the student.

Record keepingEach 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.

10. Network of student support

Students at Watson Road SS are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by: Parents Teachers Internal/External PBL Coach Learning Support Teacher Support Staff Administration Staff Guidance Officer Advisory Visiting Teachers Regional Behaviour Team Senior Guidance Officer School Chaplain

Support is also available through the following government and community agencies: Disability Services Queensland Child and Youth Mental Health Queensland Health Department of Communities (Child Safety Services) Police Local Council Community Centre

11. Consideration of individual circumstances

To ensure alignment with DET’s 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.

Watson Road SS 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

misconduct ranging from the least intrusive sanctions to the most stringent recognising and taking into account students’ age, gender, disability, cultural background,

socio-economic situation and their emotional state recognising the rights of all students to :- express their opinions in an appropriate manner and at the appropriate time- work and learn in a safe and disciplined environment regardless of their age, gender,

cultural background, socio-economic situation - receive adjustments appropriate to their learning and/or impairment needs- provide written or verbal statements that will be taken into consideration in the decision

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- ensure that processes maintain the dignity, respect, privacy and confidentiality of the student, consistent with the rights of the rest of the community

recognising that students who are faced with suspension or exclusion have the right to natural justice. This opportunity must be given in relation to all relevant adverse evidence.

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12. Related legislation Commonwealth Disability Discrimination Act 1992 Commonwealth Disability Standards for Education 2005 Education (General Provisions) Act 2006 Education (General Provisions) Regulation 20 17 Criminal Code Act 1899 Anti-Discrimination Act 1991 Commission for Children and Young People and Child Guardian and Another Act Amendment Act

2008 Judicial Review Act 1991 Weapons Act 1990 Work Health and Safety Act 2011 Work Health and Safety and Other Legislation Regulation 201 6 Right to Information Act 2009 Information Privacy (IP) Act 2009

13. Related procedures 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

14. Some related resources School Wide Positive Behaviour Support Code of Conduct for School Students Travelling on Buses National Safe Schools Framework Working Together resources for schools Cyber safety and schools resources Bullying. No way! Take a Stand Together

15. Endorsement

________________________ ________________________ ________________________ Principal P&C President or Lead Principal

Chair, School Council

Effective Date: 30 November 2018 – 31 December 2020

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Appendix I

Locations Be a Learner Be Safe Be Respectful Be KindALL AREAS Attempt all

school activities

Use whole body listening

Use the High Five to problem solve

Stay in the correct area Keep your hands, feet

and objects to yourself Move safely

o Ovalo Classroomo Playgroundo Concrete area

Leave valuables at home Report damage Use technology

appropriately Follow the wet weather

routine

Wear correct school uniform Follow adult instructions Use manners Care for property Respect living things Give personal space Use an appropriate noise level Be honest Listen to the speaker Put rubbish in the bin Use pathways around the

school Be respectful of the National

Anthem

Take turns Use polite

language Use own

property Help pack up Include others Share

equipment

LEARNING ENVIRONMENTS

Attempt all tasks

Have all equipment ready for learning

Follow classroom rules

Use equipment and furniture correctly

Raise your hand to speak Knock and wait to be invited in

to room

PLAY AREAS Play school approved games

Wear a hat outside Follow play area rules Wait for the adult on duty

before entering play area

Follow game rules

TRANSITIONS Follow bells promptly Be in the right place

Sit quietly in two lines while waiting for your teacher

Move around the school quietly in two lines during learning time

TOILETS Use toilets appropriately (see toilet routine)

(see toilet routine) (see toilet routine)

BEFORE & AFTER SCHOOL

Wait inside school gate

Obey road rules Arrive at school between

8.30 – 8.55 (follow before and after school routine)

Hand mobile phones into office

Go to office if not collected by 3:10pm

Use own scooter/bike Walk bike/scooter in school

grounds

EATING AREAS(undercover areas)

Raise your hand and ask permission to move around or leave eating area

Stay seated during eating time Eat your own food

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Watson Road State SchoolExpectation Matrix

All schools in Queensland are committed to providing safe and supportive learning environments for all students.

Watson State School: is committed to promoting the key messages of Every Day Counts believes all children should be enrolled at school and attend school all day, every school day monitors, communicates and implements strategies to improve regular school attendance believes truanting can place a student in unsafe situations and impact on their future and life

choices believes attendance at school is the responsibility of everyone in the community

Watson Road State School’s attendance policy aims to outline the: 1. School’s expectations and procedures to monitor attendance2. Student and parent’s responsibility for attendance at school

Celebrating great student attendanceAt our school we recognise outstanding attendance by:

weekly award presented at assembly – Detective Watson results posted in fortnightly school newsletter consistent messages in newsletter and on parade

As a school we are committed to achieving the State Average of 92% attendance rate.

Early warning signsAt Watson Road State School we are committed to identifying early warning signs of irregular attendance.Some early warning signs include:

arriving late for school and or classes leaving school early on a regular basis many days absent (either unexplained absences or through illness or family reasons) learning difficulties being a victim of bullying or harassment difficulties moving from one school to another health issues experienced by the student and or a family member

Student responsibilityStudents must:

attend school each day ~ under the Education (General Provisions) Act 2006 arrive on time ~ school starts at 9:00am every day remain in the school grounds during school hours report to the office if arriving to school after 9:00am and provide a note from parents/carers

explaining their lateness ensure all missed school work is completed

Parent’s ResponsibilityEach parent of a child who is of compulsory school age has the legal obligation to ensure their child is enrolled and attends a state school or a non-state school, on every school day for the educational program in which the child is enrolled, unless the parent has a reasonable excuse.From time to time a student is absent from their educational program. Parents must comply with their compulsory schooling or compulsory participation obligation by providing a satisfactory reason for these absences. Parents should provide a reason for a child’s absence as soon as possible after the absence.

If a student is going to be absent from school parents/caregivers should:

Attendance PolicyAppendix II

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phone the school on 07 3715 2333 to report the absence and reason why the student will not be attending

provide a note explaining the absence prior to or on the first day of the student returning to school provide a note for students arriving late to school ensure, in the interest of child safety, that they sign the student out at the front desk in

administration and provide the official slip to the teacher prior to removing the student from class notify the school of any change of address or phone numbers to ensure school records are accurate

as up to date data is essential in an emergencyPlease note: our school is not obliged to provide work for a student/s whose parents/caregivers voluntarily take them on holidays during a school term/s, however, we will endeavour to do so if given sufficient notice. Contact the school immediately if an ‘unexplained absence’ SMS alert has been

received from the school.

Teacher responsibilityTeachers must:

mark their class rolls promptly at 9:00am and 2:00pm on OneSchool on each school day refer to the office any child that arrives late to class without a formal late slip ensure that no student leaves early from school unless an official early departure slip is provided look for patterns in a student’s absences and communicate that concern with the Parent/Caregiver consistently reinforce attendance expectations with students and parents

Admin ResponsibilityAdmin staff must:

SMS parents of any unexplained absence by 9:15am daily follow-up with phone call if no response from a carer of a Child in Care distribute generic Unexplained Absence Report at end of each term

Deputy Principal Responsibility inform parents of their legal obligations about enrolment and attendance  take reasonable steps to follow-up unexplained absences each day - ensure SMS is sent each day advise the Principal if a student’s absences require a Form 4 Failure to attend (s178(2)) - NOTICE –

Students of compulsory school age letter discuss data trends and the underlying reasons for absences at your school during staff meetings include information about the attendance policy in your school handbook and in information for new

parents ~ ensure that parents of Prep students understand the importance of attending school every day

include frequent and consistent messages about the importance of attendance in all communications with the school community including newsletters, assemblies, noticeboards, websites, flyers, and at staff meetings

emphasise the importance of attendance at the beginning of each year, with reminders throughout the year

monitor any student whose absenteeism reaches 5 days of continuous absenteeism

Principal Responsibility monitor any student who is experiencing school refusal engage in dialogue with staff, students, parents and the community to identify improvements and

new ideas continue to work with regions and other local resources to engage with the student and their family

with the aim of returning the student to school  implement strategies to manage student enrolment, absences, chronic absenteeism, school refusal

and truancy using the Guidelines to address chronic absenteeism, school refusal and truancy and the Every Day Counts materials

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Procedures for Preventing and Responding to Incidents of Bullying (including Cyber bullying)

Purpose1. Watson Road State School strives to create positive, predictable environments for all students at all

times of the day. The disciplined teaching environment that we are creating is essential to: achieving overall school improvement, including the effectiveness and efficiency of our

student support procedures raising achievement and attendance promoting equality and diversity and ensuring the safety and well-being of all members of the school community.

2. There is no place for bullying in Watson Road State School. Research indicates that both those being bullied and those who bully are at risk for behavioural, emotional and academic problems. These outcomes are in direct contradiction to our School community’s goals and efforts for supporting all students.

3. Bullying behaviours that will not be tolerated at Watson Road State School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, inappropriate text messaging, sending offensive or degrading images by phone or internet (e.g. social media – such as Facebook), producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.

4. Bullying may be related to: race, religion or culture disability appearance or health conditions sexual orientation sexist or sexual language young carers or children in care.

5. At Watson Road State School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. Whether bullying behaviour is observed between students of equal or unequal power, whether it occurs once or several times, and whether or not the persons involved cite intimidation, revenge, or self-defence as a motive, the behaviour will be responded to in similar fashion, that is, as categorically unacceptable in the School community.

Rationale

6. Research indicates that many problem behaviours are peer-maintained. That is, peers react to bullying in ways that may increase the likelihood of it occurring again in the future. Reactions include joining in, laughing, or simply standing and watching, rather than intervening to help the person being bullied. Whilst our School would never encourage students to place themselves at risk, our anti-bullying procedures involve teaching the entire School a set of safe and effective response to all problem behaviours, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it.

7. The anti-bullying procedures at Watson Road State School are an addition to our already research-validated school wide positive behaviour support processes. This means that all students are being explicitly taught the expected School behaviours and receiving high levels of social acknowledgement for doing so.

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Appendix III

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Prevention

8. Attempting to address specific problem behaviours will not be successful if the general level of disruptive behaviour in all areas of our School is not kept to a low level. Therefore, our school-wide universal behaviour support practices will be maintained at all times. This will ensure that:

Our universal behaviour support processes will always remain the primary strategy for preventing problem behaviour, including preventing the subset of bullying behaviour

All students know the “Do the High Five” and have been taught the expected behaviours attached to each rule in all areas of the School

All students have been or are being taught the specific routines in the non-classroom areas, from exiting the classroom, conducting themselves in accordance with the School expectations in the playground and other areas, to re-entering their classrooms

All students are receiving high levels of positive reinforcement for demonstrating expected behaviours, including those associated with following our routines from all staff in the non-classroom areas of the School.

A high level of quality active supervision is a permanent staff routine in the non-classroom areas. This means that duty staff members are easily identifiable and are constantly moving, scanning and positively interacting as they move through the designated supervision sectors of the non-classroom areas.

9. Research indicates that a common outcome of anti-bullying programming is an improvement in understanding of bullying but little change in the frequency or nature of actual bullying behaviour. One of the reasons cited for this outcome is the lack of behavioural rehearsal in the programming. The anti-bullying process at Watson Road State School takes care to combine knowledge with practice in a process of active learning, so that students understand by ‘doing’ as much as by ‘knowing’.

Watson Road State School uses behavioural data for decision-making. This data is entered into our database on a daily basis and can be recalled as summary reports at any time. This facility allows the School to track the effectiveness of its anti-bullying process, to make any necessary adjustments, and to identify specific bullying behaviours that may need to be revisited or revised in the instructional process

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The Use of Personal Technology Devices* at School

Definition: The electronic devices referred to in this policy include: mobile phones, tablets, MP3 players, digital cameras, games consoles. It also includes the use of games brought into the school as well as the accessing of social networking sites and associated transmission of data.

Policy: This policy is designed to outline what is acceptable and unacceptable use of electronic devices during School hours. Teachers will be consistent in the application of this policy. This policy reflects the importance the school places on students displaying courtesy, consideration and respect for others whenever they are using personal technology devices.

Certain Personal Technology Devices If Students choose to bring valuable personal technology devices like cameras, tablets, digital video cameras or MP3 players/iPods to school there is a risk of damage or theft. The school accepts no responsibility for these items.

Parents / Caregivers - Parents / Caregivers can assist in implementing the Electronic Devices Policy by:- understanding that the school accepts no liability for the loss or damage of an item, and that it is the

student’s responsibility to ensure its care and security- encourage the student to leave devices at home, or to leave it in the Administration office.- discussing the rules and responsibilities of the correct use of electronic devices with their child- work with the School to resolve concern of inappropriate use of electronic devices

ConfiscationWhere students are seen to be using or are in possession of electronic devices they will be asked to hand it in to the Administration office. If the student persists in using and or refuses to hand in the device, it will be confiscated by school staff. Confiscated devices will be made available for collection from the school office at the end of the school day unless required to be kept for purposes of disciplinary investigation, when it will only be returned in the presence of a parent.

Devices potentially containing evidence of criminal offences may be reported to the police. In such cases police may take possession of such devices for investigation purposes and students and parents will be advised to contact Queensland Police Service (QPS) directly.

Students who have a personal technology device confiscated more than once may not be permitted to have a personal technology device at school for at least one month, or longer if deemed necessary by the Principal. The Principal may insist that personal technology devices be deposited at the office for the duration of the school day.

Personal Technology Device EtiquetteBringing personal technology devices to school is not encouraged by the school because of the potential for theft and general distraction and/or disruption associated with them. However, if they are brought to school, they must be handed into the office at the beginning of the day and picked up at the end of the day.

Recording voice and ImagesEvery member of the school community should feel confident about participating fully and frankly in all aspects of school life without concern that their personal privacy is being invaded by them being recorded without their knowledge or consent.

We uphold the value of trust and the right to privacy at Watson Road State School. Students and Parents using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks etc.) for the purpose of dissemination among the student body or

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Appendix IV

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outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony and will not be tolerated. Students must not record images anywhere that recording would not reasonably be considered appropriate (e.g. in change rooms, toilets or any other place where a reasonable person would expect to be afforded privacy). Recording of events in class is not permitted unless express consent is provided by the class teacher.

A student or parent at school who uses a personal technology device to record private conversations, ordinary school activities (apart from social functions like graduation ceremonies) or violent, illegal or embarrassing matter capable of bringing the school into public disrepute is considered to be in breach of this policy.

Even where consent is obtained for such recording, the school will not tolerate images or sound captured by personal technology devices on the school premises or elsewhere being disseminated to others, if it is done for the purpose of causing embarrassment to individuals or the school, for the purpose of bullying1 or harassment, including racial and sexual harassment, or where without such intent a reasonable person would conclude that such outcomes may have or will occur.Students involved in:

recording; and/or disseminating material (through text messaging, display, internet uploading etc.); and/or, knowingly being a subject of a recording will be deemed to have breached the policy

Students who breach this policy will be subject to disciplinary action (including suspension and recommendation for exclusion).Students should note that the recording or dissemination of images that are considered indecent (such as nudity or sexual acts involving children), is against the law and if detected by the school will result in a referral to QPS.

Text communicationThe sending of text messages during school time that contain obscene language and/or threats of violence may amount to bullying and or harassment or even stalking, and will subject the sender to discipline and possible referral to QPS. Students receiving such text messages at school should ensure they keep the message as evidence and bring the matter to the attention of the school office.

Assumption of cheatingPersonal technology devices may not be taken into or used by students at exams or during class assessment unless expressly permitted by staff. Staff will assume students in possession of such devices during exams or assessments are cheating. Disciplinary action will be taken against any student who is caught using a personal technology device to cheat during exams or assessments.

Recording Private Conversations and the Invasion of Privacy Act 1971 It is important that all members of the school community understand that under the Invasion of Privacy Act 1971, ‘a person is guilty of an offence against this Act if the person uses a listening device to overhear, record, monitor or listen to a private conversation’. It is also an offence under the Act for a person who has overheard, recorded, monitored or listened to a conversation to which s/he is not a party to publish or communicate the substance or meaning of the conversation to others.Parents and students need to understand that some conversations are private and therefore to overhear, record, monitor or listen to such private conversations may be in breach of this Act, unless consent to the recording is appropriately obtained.

Special Circumstances ArrangementStudents who require the use of a personal technology device in circumstances that would contravene this policy (for example to assist with a medical condition or other disability or for a special project) should negotiate a special circumstances arrangement with the Principal or HOCSS.Reference: See DETE policy documents http://ppr.det.qld.gov.au/Pages/default.aspxml1DETE does not tolerate bullying behaviour at schools. This includes bullying conducted by electronic means.

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Student SuspensionsWhen applying disciplinary consequences, student suspensions are not taken lightly. The school:

undertakes an assessment of the behaviour, the level of risk and the appropriate level/type of disciplinary consequences to be applied

takes into account a student’s individual circumstances, such as the student’s behaviour history, disability, mental health and wellbeing, religious and cultural considerations, home environment and care arrangements

considers if another disciplinary strategy or consequence would be more appropriate takes reasonable steps to arrange for the student to access an educational program to allow the student

to continue with their education whilst suspended

The school requires parents to complete a re-entry interview with the Principal or Deputy Principal.

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Appendix V

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Region to provide dot points concerning critical incidents involving staff or students. RD to approve all incident reports

Statement as at: Status: New (or) Updated

School: Region:

School contact name:Regional contact name:

Telephone: Telephone:Electorate:

Date of incident:

Incident involving: (delete non-applicable categories) Staff Students Other Person/s Property Premises Other. ....................

International Student involved: Yes No

Nature of incident: (delete non-applicable categories)

Harm/Injury Damage Loss Breach of Policy Other....................

Emergency services involvement: Yes No Lockdown: Yes No Media involvement: Yes No

Summary:

Actions

Outcome

RisksWhat are the identified risks and how are they being mitigated or managed?

MediaHas CEP been advised?

Have any media outlets arrived or approached school?

Updates: Region to complete this section only when/if updating information

Date of update:

Approval

APPROVED – Y APPROVED – Y8

Appendix VI

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PRINCIPAL REGIONAL DIRECTOR

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