<p>Killarney P-10 State School Responsible Behaviour Plan for Students based on The Code of School Behaviour</p><p>1. Purpose Killarney P-10 State School is committed to providing a safe, respectful and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.</p><p>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. The Peace Code applies to all students, staff and volunteers.</p><p>2. Consultation and data review Killarney P-10 State School developed this plan in collaboration with our school community. Ongoing consultation with parents, staff and students is undertaken through class meetings, staff meetings, P&C meetings and welcomed parent feedback. A review of school data relating to attendance, absenteeism, school disciplinary absences and behaviour incidents has also informed the development process. </p><p>3. Learning and behaviour statement All areas of Killarney P-10 State School are learning and teaching environments. We consider behaviour management to be an opportunity for valuable social learning as well as a means of maximising the success of academic education programs.</p><p>Our Responsible Behaviour Plan outlines our system for facilitating positive behaviours, preventing problem behaviours and responding to unacceptable behaviours. Through our school plan shared expectations for student behaviour are plain to everyone, assisting Killarney P-10 State School to create and maintain a positive and productive learning and teaching environment, where all school community members have clear and consistent expectations and understandings of their role in the educational process.</p><p>Our school community uses the Pathways to Peace™ Peace Code to teach and promote our high standards of responsible behaviour:  Speak Kindly  Do the Right Thing  Care for Myself and Others  Turn Things around and Be Brave</p><p>Our school rules have been agreed upon and endorsed by all staff and our school P&C. They are aligned with the values, principles and expected standards outlined in Education Queensland’s Code of School Behaviour. </p><p>1 4. Processes for facilitating standards of positive behaviour and responding to unacceptable behaviour</p><p>Universal Behaviour Support The first step in facilitating standards of positive behaviour is communicating those standards to all students and staff. At Killarney P-10 State School we emphasise the importance of directly teaching students the behaviours we want them to demonstrate at school. Communicating behavioural expectations is a form of universal behaviour support - a strategy directed towards all students designed to prevent problem behaviour and provides a framework for responding to unacceptable behaviour. Our school’s interpretation of the Pathways to Peace Program is represented in the diagram. It features three main rules and three strategies to achieve the central focus of being a Peacemaker.</p><p>2 A set of behavioural expectations in specific settings has been attached to each of our three school rules. The School-wide Expectations Teaching Matrix below outlines our agreed values and specific behavioural expectations in all school settings. </p><p>Do the Right Thing Speak Kindly Care for Myself and Others  Is in the right place at the right time  Uses polite language  Keep hands, feet and objects to yourself  Follows instructions respectfully  Addresses people by their preferred  Respect others’ personal space and  Use equipment appropriately name property  Displays appropriate audience  Listens to others politely without  Responds pleasantly to greetings, behaviour interruptions questions and instructions  Asks permission to leave the classroom  Gets someone’s attention by standing  Follows instructions and directions  Takes an active role in classroom and waiting close by without complaint activities  Is willing to apologize when necessary  Is well groomed, neat and tidy in  Enters and exits room in an orderly  Never uses inappropriate language appearance manner  Walks around people talking rather than  Offers assistance to people in need  Participates in school approved games through  Is sun safe; wear a broad brimmed hat  Eats lunch in an orderly and careful  Listens carefully  Offers assistance and directs visitors to manner  Says please and thank you when our school and classroom  Cares for the environment necessary  Speaks out (in the case of bullying)  Is responsible for the choices made  Raise their hand to speak  Walks quietly and orderly so that others  Stands up for what is right  Respect others’ right to learn are not disturbed  Encourages others to do what is right  Talk in turns  When something has gone wrong, puts  Be a good listener it right  Play fairly – take turns, invite others to  Seeks advice (to turn around behaviour) join in and follow rules  Cares for equipment  Clean up after yourself  Waits their turn  Is prepared  Completes set tasks  Keeps work space tidy  Is honest  Is a problem solver  Finds help</p><p>3 These expectations are communicated to students via a number of strategies, including:  Behaviour lessons conducted by classroom teachers;  Reinforcement of learning from behaviour lessons on School Assemblies and during active supervision by staff during classroom and non-classroom activities;  Individualised, intensive support for more specific on-going cases. Killarney P-10 State School implements the following proactive and preventative processes and strategies to support student behaviour:  A dedicated section of the school newsletter (Pathways to Peace), enabling parents to be actively and positively involved in school behaviour expectations.  Postcards (focus in week 5 of each term during Good News Week), Good Guys and Peace Mails provide the opportunity for students to be proactive in supporting their own and the behaviour of others.  Regular provision of information to staff and parents, and support to others in sharing successful practices  Comprehensive induction programs in the Killarney P-10 State School Responsible Behaviour Plan for Students delivered to new students as well as new and relief staff.  Individual support profiles developed for students with high behavioural needs, enabling staff to make the necessary adjustments to support these students consistently across all classroom and non-classroom settings.  Use of classroom behaviour walls – </p><p>Behaviour Walls – Right to Teach, Right to Learn What is it? What should be on it? A central leaning area for behavioural and social skills  School values, rules and expectations A large, centrally displayed board used for anything relating to  Consequences i.e.: Positive payoffs (note well) and logical classroom management and behaviour consequences A visual display of school values, rules, expectations, consequences  All resources needed for both positive and negative and positive payoffs consequences within easy access e.g.: sticker charts, praise Routines and timetables to establish clear expectations that take the notes, certificates, transitions, group work protocols unexpected and make it expected  It should be a decorative and exciting display- school An easy access resource area for all this related to class behaviour theme i.e.: rewards, sticker charts, certificates  Colour coding can enhance understanding and quick Displays relating to social skills or behavioural programs being retrieval of information- positive, social boundaries, undertaken in the classroom can be nearby and should relate negatives, routines, timetables to the behaviour wall- especially expectations  Wherever possible, especially in middle and lower grades, use symbols, pictures or photos to support the language content. This encourages both understanding and independence Why have one? How often should it be used and by whom?  Priorities behaviour as a subject  Daily with programmed teaching lessons. Regular short  To take the guess work out of behaviour standards for students and precise lessons to encourage familiarity  Assigns value to behaviour  Consistently throughout the day to teach, reinforce and  Creates a behaviour centre point prompt appropriate behaviour  Promotes student self-management  By all staff including teacher aides, relieving staff, parents  Promotes consistent behaviour standards and volunteers  Promotes consistency of approach as it clearly displays to all  By students to use as part of their own self-management parents, staff and relieving staff what is to happen in the strategies classroom  Decreases staff stress because all classroom management and behavioural processes are pre-planned and displayed  Decreases confusion on the student’s part as their boundaries, consequences and rewards are clearly outlined. They are able to continually refer to the wall as needed, or be referred to the wall to reduce verbal input  Creates a basic common language for all behavioural issues  Reduces time spent on management and as a result allows more time to teaching and learning  Development of specific policies to address: o The Use of Personal Technology Devices at School (Appendix 1) o Procedures for Preventing and Responding to Incidents of Bullying (Appendix 2).</p><p>4 Reinforcing expected school behaviour At Killarney P-10 State School, communication of our key messages about behaviour are delivered 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. A level system has been established for all students within Killarney P-10 State School. Each level represents the choices the student has made regarding behaviour in the school context. Each level provides rewards for students who choose good behaviours and consequences for students who choose inappropriate behaviours. All students begin at Bronze Level at the beginning of each year. After two weeks at any level, students may submit a form to request their move to the next level. This form is to be filled in by the student, parent/caregiver and staff members. This form is then submitted to the Administration Team and the Principal to support. Students and parents are then notified in writing of their change of level.</p><p>Proactive Strategies</p><p>Quality Teaching and Learning  Ensure learning experiences are relevant and meaningful.  Ensure that there is an appropriate level of challenge for each student.  Match learning experiences and assessment techniques with student interests and learning styles.  Encourage co-operative learning.  Provide opportunities for students to make decisions about their own learning.  Clearly communicate fair and reasonable expectations.  Encourage students to set goals and persist in problem solving situations.  Assist students to develop time management and study skills.  Use the productive pedagogies.</p><p>Supportive Interpersonal Relationships  Catch students being good.  Communicate a genuine interest in, and care for, the students.  Establish rapport with, and welcome the involvement of parents.  Develop a sense of responsibility for students’ own progress and personal behaviour goals.  Development of Self Esteem</p><p>Plan for success by breaking tasks into manageable steps that ensure individual success.  Acknowledge success – use praise, notes, awards and certificates to make students feel special and communicate success to parents.  Minimise criticism and accept mistakes as part of the learning process.  Communicate regularly with all students.  Create a sense of belonging to the classroom group.  Give students responsibility.</p><p>Development of Self Esteem  Acknowledge success – use praise, notes, awards and certificates to make students feel special and communicate success to parents.</p><p>5  Minimise criticism and accept mistakes as part of the learning process.  Communicate regularly with all students.  Create a sense of belonging to the classroom group.  Give students responsibility.</p><p>Classroom Behaviour Flowchart s l l g i Establishing Instruction Waiting and Cueing with Parallel Body Language Descriptive k n S i Expectations Giving Scanning Acknowledgement Encouragement Encouraging d m o r</p><p> o Following Debriefing/ Selective Attending Redirecting to the Giving a Choice r o s s c a</p><p> l through defusing Learning e C r</p><p> l</p><p> a l i t e n e v s s e E l</p><p> e s s U s a</p><p> l As per documented Class Behaviour Typical Consequences may include:</p><p>C Expectations  Contact parents (this needs to  3 warning system happen as early as possible)  Time away within classroom  Detention for catch up of missed work (assessment, homework, class work)  Recommendation for dropping level s</p><p> e Positive Needs to have work if Re-entry Crucial s</p><p> s Pathways longer than 10 Before a student rejoins a class they must be e</p><p> c Referral – minutes. able to articulate (with reference to the Class o</p><p> r 5-10 Process needs to be Behaviour Expectations): p</p><p> l minutes to negotiated with  what did you do?, a r</p><p> r settle and Positive Pathways  what should have you done?, e f plan for re- staff via referral form  what are you going to do when e r entry you re-enter and importantly d</p><p> n  what will happen if you choose a</p><p> g the same behaviour n i</p><p> t Contact Parents to enlist support and inform of strategies the school is r</p><p> o applying to support positive behaviour including what will happen if the p</p><p> e behaviour continues (OneSchool contacts) R</p><p> l Withdrawal Room or class withdrawal for longer than a o</p><p> o session (70 minutes) – needs to be in discussion with h</p><p> c Positive Pathways staff and admin staff and if used S</p><p> e frequently, part of the student’s behaviour plan n Referral to Behaviour Management Worker through O Student Services. Students referred to this service need prior Guidance referral Sent to office with view to involve suspension procedures. Documented behaviour needs to support this including what has been done to support appropriate behaviour. Major behaviour of this nature significantly violate the rights of others, and/or put others or self at risk of harm.</p><p>Severe behaviour involving physical and/or verbal violence to staff and students needs OneSchool reporting and referral to Admin</p><p>6 Behaviour Management Flowchart for the Playground s l l g i Establishing Instruction Waiting and Cueing with Parallel Body Language Descriptive k n S i Expectations Giving Scanning Acknowledgement Encouragement Encouraging d m o r o</p><p> r Following Debriefing/ Selective Attending Redirecting to the Giving a Choice o s s c a</p><p> l through defusing Learning e C r</p><p> l</p><p> a l i t e n e v s s e E l</p><p> e s d U n</p><p> u Playground Behaviour Expectations Typical Consequences may include: o</p><p> r 1. X you need to be…  Restorative Justice – fix up the g</p><p> y 2. X this is your second warning, if problem a l you do not … you will need to </p><p>P  Time away with teacher on duty spend 10 minutes out of play  Community service with me  Time away from playground– 5-10 3. Apply consequence – X you minutes to settle and return. have not done … you need to … Suggest tables outside staff room (consequence) for easy monitoring for Primary. 4. If you are not going to comply For secondary, outside the aides with the consequence you will room may be appropriate. need to be referred to sit for 10  Green Card for class teacher minutes outside the music room notification and possible follow up 5. If refusal to comply contact admin s</p><p> e Positive Pathways Referral –10 -30 Re-entry Crucial s</p><p> s minutes to settle and develop a plan Before a student rejoins a class they e</p><p> c for re-entry must be able to articulate (with reference o</p><p> r to the Class Behaviour Expectations): p</p><p> l  what did you do?, a r</p><p> r  what should have you done?, e f  what are you going to do when e r you re-enter and importantly d</p><p> n  what will happen if you choose a</p><p> g the same behaviour n i</p><p> t Contact Parents to enlist support and inform of strategies the school is r</p><p> o applying to support positive behaviour including what will happen if the p</p><p> e behaviour continues (OneSchool contacts) R</p><p> l Alternate lunch program – negotiation with Student o</p><p> o Services. h</p><p> c Referral to Behaviour Management Worker through S</p><p> e Student Services. Students referred to this service need n prior Guidance referral O Sent to office with view to involve suspension procedures. Documented behaviour needs to support this including what has been done to support appropriate behaviour. Major behaviour of this nature significantly violate the rights of others, and/or put others or self at risk of harm.</p><p>Severe behaviour involving physical and/or verbal violence to staff and students needs OneSchool reporting and referral to Admin</p><p>Implementing Classroom Behaviour Management Plan Devise plan in consultation with class and then display as a Behaviour Wall It is important for students to be familiar with the classroom expectations and consequences – link these to the Supportive School Environment plan and Pathways to Peace principles. Students are more likely to respect a classroom plan if they have been involved in its creation. Revisit and coach the plan on a regular basis throughout the year. Plans need to be based on our School’s Pathways to Peace program and displayed in the classroom by Week 1 Term 1. Sample Classroom Expectations for Year X  Speak and listen kindly  Work and play safely  Be ready for work  Follow instructions Consequences</p><p>7  Warning 1 – rule reminder, e.g., Michael you need to follow instruction by …  Warning 2 – rule reminder with a choice and consequence, Michael you need to … or you will need to …  Warning 3 – Consequence applied, e.g., Michael, you need to … (Consequence)  Warning 4 – If refusal to comply, e.g., you either do your work in this seat or you will need to go to the Positive Pathways Room to do your work  Serious Incident – contact administration for support Positive Recognition Students being caught following our class expectations are:  Recommended for level improvements  Receive class buy back tokens</p><p>Killarney P-10 State School Good Guy Token Staff members hand Good Guy tokens out each day to students they observe following school rules in both classroom and non-classroom areas. This reinforcement occurs continuously throughout the day. When they ‘catch’ a student following the rules they can choose to give them a Good Guy token. When students are given a Good Guy tokens they drop the card in to the Madsen or Chauvel container in the office. Each Monday the Good Guy token tally is announced on parade for whole recognition and then publicized in the newsletter. At the end of the term the house with the most number of total tokens is recognised. Students and staff are also able to use the Peace Mail system to communicate positive messages. These are read out on parade and celebrated by the school community.</p><p>Killarney P-10 State School Good News Week and Postcards Each term in Week 5, staff are encouraged to find at least 5 students who need to be recognized for positive behaviours. The parents of these students can be contacted by telephone, Postcards or a Good News Week letter. Please be sure to record the contact and the positive behaviour in OneSchool. Postcards can also be sent home at any time to recognize positive behavior. Staff are required to see the Head of Department for extra copies.</p><p>Responding to unacceptable behaviour Students come to school to learn. Behaviour support represents an important opportunity for learning how to get along with others. </p><p>Re-directing low-level and infrequent problem behaviour When a student exhibits low-level and infrequent problem behaviour, the first response of school staff members is to remind the student of expected school behaviour, then ask them to change their behaviour so that it aligns with our school’s expectations. Our preferred way of re-directing low-level problem behaviour is to ask them to think of how they might be able to be brave and turn their behaviour around, to speak kindly, do the right thing, care for myself and others. This expectation is adjusted according to the age and maturity of the individual student. This encourages students 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.</p><p>Using the Positive Pathways Room Our school believes that ‘better behaviour equals better learning’. Students need to be supported in respectful ways to learn how to behave effectively in the school setting. This means the active teaching of behaviour expectations, structuring programs to assist students learn how to meet expectations and providing consequences that support the development of the expectations.</p><p>8 The Positive Pathways Room provides teachers with some support with students who need some time for responsible thinking and are not responding to the green phase of the diagram. It is essential that the teacher realises that:  The student’s behaviour remains the teacher’s responsibility not the responsibility of the Positive Pathways Staff. The focus needs to be on supporting the teacher developing effective working relationships with the student  Positive Pathways is a strategy not a consequence. It is a strategy to support the student to think responsibly about their behaviour and develop a plan for re-entry into the classroom  The teacher will need to follow up the student’s behaviour with a consequence, particularly for repeat incidences.  Positive Pathways is not a detention room. Detentions may be a consequence that teachers use to follow up behaviour infringements. Please remember that the teacher issuing the detention is responsible for students on detention – not office or Positive Pathways staff. </p><p>How to refer a student to positive pathways After the Green Classroom Level (see previous Classroom Behaviour Flowchart) has been followed:  Complete a referral form  Add sufficient detail for OneSchool recording  The focus of Positive Pathways Staff is to assist the student develop a plan using the re-entry process. This saves you having to negotiate this while you are teaching.  Positive Pathways staff do not need to hear the ‘red’ as it is not helpful to their process of responsible thinking. When communicated in front of the student this is not respectful.</p><p>What to do when the student returns to your class? The Positive Pathways process focuses on developing responsible thinking processes in students. When the student returns to the classroom, the teacher is to in a calm and positive manner use the Re-entry Process. If the student is unable to respond appropriately they are not ready to enter the room.  what did you do?,  what should have you done?,  what are you going to do when you re-enter?  what will happen if you choose the same behaviour?</p><p>Procedures for Preventing and Responding to Incidents of Bullying (including Cyberbullying) Killarney P-10 State School strives to create positive, predictable environments for all students at all times of the day. The disciplined and 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. There is no place for bullying in Killarney P-10 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. Bullying behaviours that will not be tolerated at Killarney P-10 State School include name-calling, taunting, mocking, making offensive comments, kicking, hitting, pushing, taking belongings, </p><p>9 inappropriate text messaging, sending offensive or degrading images by phone or internet, producing offensive graffiti, gossiping, excluding people from groups, and spreading hurtful and untruthful rumours.  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. At Killarney P-10 State School there is broad agreement among students, staff and parents that bullying is observable and measurable behaviour. When considering whether or not bullying has occurred, we will therefore avoid speculation on the intent of the behaviour, the power of individuals involved, or the frequency of its occurrence. 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. 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 behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it. The anti-bullying procedures at Killarney P-10 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. Adding lessons on bullying and how to prevent and respond to it is a subset of procedures that our students are already accustomed to. </p><p>Prevention 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 Pathway to Peace Code and have been taught the expected behaviours attached to each Code 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.</p><p>10 The student curriculum modules of the anti-bullying process consist of lessons taught by all teachers in all classrooms to a school wide schedule of instruction. At all times simultaneous instruction is our goal, in order to maintain consistency of skill acquisition across the school. An initial introductory lesson is delivered, which teaches the 3-step process (1. Inform the student they are bullying and to stop. 2. If the bullying continues, repeat step 1 and inform the bully that they will need to get adult help if the bullying continues. 3. Get help from a staff member.) to be used by all students when experiencing bullying behaviour either as a person being bullied, the person bullying or bystander. The introductory lesson is followed by several shorter lessons, each of which focuses on one of the bullying behaviours that the school has identified and defined. These lessons include instruction on how to approach adults and also on what reactions and systemic responses they should expect from adults. 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 Killarney P-10 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’. Killarney P-10 State School uses behavioural data for decision-making. This data is entered into OneSchool continuously 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.</p><p>Harassment Issues Years 7 to 10 Our school mirrors workplace practices when it comes to harassment issues in Years 7 to 10. All classes are regularly reminded through class meetings, parades, etc. that harassment is not tolerated at Killarney P-10 State School. Students who harass others receive formal harassment letters. Details are also posted to their parents. The third harassment letter in a year results in school disciplinary procedures being activated.</p><p>Procedures for Dropping Behaviour Levels The class teacher or form teacher in the secondary school are the key person for monitoring the levels of their students. When a student is to be dropped a level, the class/form teacher puts in a OneSchool incident record noting a request to drop level in the comment, reasons for drop level, the level to be dropped to and a staff referral to include the Principal and HOD. The class or form teacher needs to ring the parent concerned to inform of the pending drop level. The Principal or HOD will arrange for a letter to be sent home using the information given in the OneSchool record to confirm the drop level process and the process for improving a level. A student who has a formal suspension (not an internal suspension or a send home) is automatically moved to Needs Improvement level by the HOD. After two weeks, the students may submit a form to review the level and move to the next level. Students are only permitted to move one level every two weeks and must maintain the level of expected behaviours.</p><p>Gold You are an exemplary and outstanding Access to all school activities, invitation school member, committed to your studies. to attend Gold and Silver celebration You participate in a variety of activities to a each term, invitation to attend behaviour high standard and make a significant celebration for Bronze to Gold each contribution to the school. You represent the term. school positively and are a role model to other students. You are a peacemaker. Silver You always speak kindly showing respect to Access to all school activities, invitation </p><p>11 peers and adults. You care for yourself and to attend Gold and Silver celebration others and do the right thing at all times. You each term, invitation to attend behaviour work hard at your studies and at being a celebration for Bronze to Gold each peace maker in the school. term.</p><p>Bronze You are learning in class to do the right thing Access to all school activities, invitation most of the time. You are able to turn things to attend behaviour celebration for around and bravely put things right when Bronze to Gold each term. necessary. NI Under Review May include any or all of these Needs You are not managing to do the right thing consequences: time in office, removal improvement without constant reminding and you are not to withdrawal room, alternate lunchtime attempting to put things right. activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence, ‘Good Choices’ tracking card, referral to Targeted Behaviour Support. Students at this level are permitted to engage in extra curricula activities at the discretion of the Classroom teacher. NI Serious May include any or all of these Needs Continuous minor behaviour problems and consequences: parent contact, referral improvement major behaviour problem (see page 6) to Guidance Officer, referral to Intensive Behaviour Support Team, suspension from school. Students at this level are permitted to engage in extra curricula activities at the discretion of Admin. NI Very Serious Students who engage in very serious Needs problem behaviours such as major improvement violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension. </p><p>Targeted behaviour support Each year a small number students at Killarney P-10 State School are identified through our data as needing a little bit extra in the way of targeted behavioural support. In most cases the problem behaviours of these students may not be immediately regarded as severe, but the frequency of their behaviours may put these students’ learning and social success at risk if not addressed in a timely manner. These students attend their normal scheduled classes and activities with appropriate adjustments if required. However they have increased daily opportunities to receive positive contact with adults, additional support from checking in using a Good Choices Card and increased opportunities to receive positive reinforcement. Where required, adjustments are made to the program through academic support, adult mentoring or intensive social skills training. This program is coordinated by a school-based team with active administrator support and staff involvement. All staff members are provided with continuous information sharing consisting of an overview of the program, the referral and response process, and the reporting responsibilities of staff and of the students being supported. Students whose behaviour does not improve after participation in this program, or whose previous behaviour indicates a need for specialised intervention, are provided with intensive behaviour support.</p><p>Intensive behaviour support</p><p>12 Killarney P-10 State School is committed to educating all students, including those with the highest behavioural support needs. We recognise that students with highly complex and challenging behaviours need comprehensive systems of support. The Intensive Behaviour Support Team:  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, and  works with the School Behaviour Leadership Team to achieve continuity and consistency. The Intensive Behaviour Support is accessed via referral to student services. The student needs to have a current Guidance Officer referral before a referral to District Behaviour Management Services can be made. Following referral, a Student Services team member contacts parents and any relevant staff members to form a support team and begin the assessment and support process. In many cases the support team also includes individuals from other agencies already working with the student and their family, a representative from the school’s administration and district-based behavioural support staff.</p><p>5. Consequences for unacceptable behaviour Killarney P-10 State School makes systematic efforts to prevent problem student behaviour by teaching and reinforcing expected behaviours on an ongoing basis. When unacceptable behaviour occurs, students experience predictable consequences. Our school seeks to ensure that responses to unacceptable behaviour are consistent and proportionate to the nature of the behaviour. Instances of inappropriate behaviour are recorded in OneSchool and referred to class teachers for monitoring, applying behaviour levels and making referrals where required. A Red Card notification system is used to notify class teachers of minor behaviour problems in the playground.</p><p>Minor and major behaviours When responding to problem behaviour the staff member first determines if the problem behaviour is major or minor, with the following agreed understanding:  Minor problem behaviour is handled by staff members at the time it happens  Major problem behaviour is referred directly to the school Administration team or the Positive Pathways Room depending on the seriousness (safety concerns) of the incident</p><p>Minor behaviours are those that:  are minor breeches of the school rules  do not seriously harm others or cause you to suspect that the student may be harmed  do not violate the rights of others in any other serious way  are not part of a pattern of problem behaviours  do not require involvement of specialist support staff or Administration.</p><p>Minor problem behaviours may result in the following consequences:  a minor consequence logically connected to the problem behaviour, such as complete removal from an activity or event for a specified period of time, partial removal (time away), individual meeting with the student, apology, restitution or detention for work completion. </p><p> a re-direction procedure. The staff member takes the student aside and: 1. names the behaviour that student is displaying, 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:</p><p>13  significantly violate the rights of others  put others / self at risk of harm  require the involvement of school Administration or Positive Pathways Room staff.</p><p>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. The staff member escorts the student to Administration or contacts Administration for support. Major problem behaviours may result in the following consequences:  Needs improvement : Under review - Parent contact, removal to Positive Pathways Room, alternate lunchtime activities, loss of privilege, restitution, loss of break times, warning regarding future consequence for repeated offence, referral to Targeted Behaviour Support AND/OR  Needs improvement: Serious - Parent contact, referral to Guidance Officer, referral to Intensive Behaviour Support Team, suspension from school  Needs improvement: Very serious - Students who engage in very serious problem behaviours such as major violent physical assault, or the use or supply of weapons or drugs can expect to be recommended for exclusion from school following an immediate period of suspension. </p><p>The following table outlines examples of major and minor problem behaviours:</p><p>Area Minor Major</p><p> g Class tasks  Not completing set tasks that are at an appropriate  Major disruption to class n i level h</p><p>T  Refusing to work</p><p> t</p><p> h Play  Incorrect use of equipment  Throwing objects g i  Not playing school approved games  Possession of weapons R  Playing in toilets e</p><p> h Follow t  Low intensity failure to respond to adult request  Major defiance</p><p> o instructions  Non compliance D  Uncooperative behaviour Movement  Running on concrete or around buildings around school  Running in stairwells  Not walking bike in school grounds Being in the right  Not being punctual (eg: lateness after breaks)  Leaving class without permission (out of sight) place  Not in the right place at the right time.  Leaving school without permission Correct Attire  Not wearing a hat in playground  Not wearing school uniform Mobile Phone  Mobile phone switched on or visible in a class  Use of a mobile phone or other ICT device used (Secondary) inappropriately or having inappropriate material  Mobile Phone at school (Primary) on it. Rubbish  Littering Other  Possession or selling of tobacco, drugs or banned or illegal items y</p><p> l Language  Inappropriate language (written/verbal)  Offensive language d</p><p> n  Calling out  Aggressive language i</p><p>K  Poor attitude  Verbal abuse / directed profanity</p><p> k  Disrespectful tone a e p S</p><p>Physical contact  Minor physical contact (eg: pushing and shoving)  Serious physical aggression  Fighting Property  Petty theft  Stealing / major theft  Lack of care for the environment  Wilful property damage  Vandalism Others  Not playing fairly  Major bullying / harassment  Minor disruption to class  Major disruption to class  Minor defiance  Blatant disrespect  Minor bullying / harassment  Major defiance</p><p>14 Avoid escalating the problem the behaviour problem escalating Avoid defusing strategies Basic inserious jeopardy.islikelyplaced to be student or others physicalsafetyof the the problem behaviour Severe occasion immediateaction.an requiring or unexpected, usually and An safe.are kept students staff and thatboth toensure taken are actions appropriate thatconsistencyensures or This behaviour. involving problem critical severe situations incidents to respondemergency of how to understanding consistent staff a have all isimportant that It responses critical incident Emergency or 6. appliedforproblembehaviour. are consequences or staff behaviour member are-directs way their the to when and respond courteous behaviour, problemdisplay other students howtrainingto when respond about also receive Students the problembehaviour school. across ensureto responses consistent we to work activities, Throughtrainingtraining. provided development and/or are with professional appropriate behaviour problemfor consequences members authorised to issue staff Killarney State School P-10 At to behaviourresponsesproblem consistent Ensuring behaviour.problem oftheir consequences of the processsimply the remind student but discussion/explanation thenot staff member repeat may repeated,the be problembehaviour a Should istostudents:have this to achieve use members might thatstaff behaviour.One method school to expected the behaviour problem of relationship the understand students staff that members ensure to behaviours, problem responding When school expectedbehaviours problembehaviours to Relate BraveTurn Things Around and BeOthersCare for Myself and emergency situation or critical incidentor situation critical emergency behaviour outcomes for Accept     behaviour. with in school linetheir expected will behaviour to change they do what identify and continues; the behaviour problem if the likely consequences describe school expecteddiffers frombehaviour, their behaviour explain how school expectedbehaviourrelevant the articulate  Minor dishonestyMinor is defined as behaviour of such intensity, frequency, or duration thatduration or suchfrequency, behaviour intensity, asof is defined is defined as an occurrence that is sudden, urgent, issudden, that occurrence anisdefined as  Major dishonestyMajor 15 (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).</p><p>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).</p><p>Approach the student in a non-threatening manner (Move slowly and deliberately toward the problem situation, speak privately to the student/s where possible, speak calmly and respectfully, minimise body language, keep a reasonable distance, establish eye level position, be brief, stay with the agenda, acknowledge cooperation, withdraw if the situation escalates).</p><p>Follow through (If the student starts displaying the appropriate behaviour briefly acknowledge their choice and re-direct other students’ attention towards their usual work/activity. If the student continues with the problem behaviour then remind them of the expected school behaviour and identify consequences of continued unacceptable behaviour).</p><p>Debrief (Help the student to identify the sequence of events that led to the unacceptable behaviour, pinpoint decision moments during the sequence of events, evaluate decisions made, and identify acceptable decision options for future situations).</p><p>Unforeseen Dangerous Situation – Safety Call  These may be required for a range of circumstances including: sudden weather event, major student behaviour issue, wild animal safety concern, etc. These require specific action that will be dependent on the nature of the risk, support required and location.  Calmly direct/remove students away from the dangerous situation.  Ring admin or send a student on a safe route to inform office staff of situation (safety call – issue, support required and location) so that reinforcements may be notified, i.e., additional staff members, first aid officer, police, fire service, ambulance.</p><p>Physical Intervention Staff may make legitimate use of physical intervention if all non-physical interventions have been exhausted and a student is:  physically assaulting another student or staff member  posing an immediate danger to him/herself or to others.</p><p>Appropriate physical intervention may be used to ensure that Killarney P-10 State School’s duty of care to protect students and staff from foreseeable risks of injury is met. The use of physical intervention is only considered appropriate where the immediate safety of others is threatened and the strategy is used to prevent injury. </p><p>Physical intervention can involve coming between students, blocking a student’s path, leading a student by the hand/arm, guided direction of a student by placing a hand in the centre of the upper back, removing potentially dangerous objects and, in extreme situations, using physical restraint (see guidelines below).</p><p>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.</p><p>16 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.</p><p>Any physical intervention made must:  be reasonable in the particular circumstances,  be in proportion to the circumstances of the incident  always be the minimum force needed to achieve the desired result, and  take into account the age, stature, disability, understanding and gender of the student. </p><p>Record keeping Each instance involving the use of physical intervention must be formally documented. The following records must be maintained:  incident report in OneSchool with referral to the Principal and HOD  debriefing report (for student and staff) (Appendix 3).</p><p>Physical Restraint May be used:  as an immediate or emergency response  as part of student’s individual plan, including prevention of self-harming behaviours  when other options have been considered such as allowing the student to withdraw or move away, or moving other people from the situation  after considering the welfare of student, staff and other students  with such force as is reasonable under the circumstances  in conjunction with teaching and reinforcement of alternative appropriate behaviour  developing strategies to deal with situations involving the use of physical restraint by using risk management procedures  following procedures in accordance with Code of Conduct  following the Student protection procedure  considering any issues that might exacerbate the situation such as body language, tone of voice or facial expressions  student’s sensitivity to sounds or touch  student’s methods of communication  assuming a calm demeanour to avoid escalating student’s behaviour  maintaining appropriate observation or monitoring of student during and after incident of physical restraint  following specific processes for o Physical Restraint - Immediate or Emergency Response o Physical Restraint – Planned Response including Prevention of Self-Harming Behaviours (individual plan).</p><p>Physical Restraint – Immediate or Emergency Response School staff:  give clear verbal instruction before physical intervention is used, unless the urgent nature of the situation makes this impractical  call for assistance from another member of the school staff and make arrangements to ensure that other students in the vicinity are safe and properly supervised  notify the principal (if not directly involved) and the student’s parent of the incident, detailing: o the behaviour that preceded the use of physical restraint o the type and duration of restraint used o staff members and other witnesses present during the period of the incident o student’s physical condition before and after physical restraint</p><p>17 o counselling provided to the student following the period of physical restraint o planned future action to prevent further incidences of the behaviour  prepare an incident report (details as above)  provide debriefing for the student and any other students after a suitable interval of time has elapsed  hold a debriefing meeting with the relevant staff members (see Appendix 4)  develop an individual plan if physical restraint is necessary as an ongoing strategy.</p><p>Physical Restraint – Planned Response (individual plan) When physical restraint is used as part of a student’s individual plan:</p><p>Principals:  provide physical restraint training(for staff when individual plans involve physical restraint  document any staff training and professional development  include physical restraint processes in the school’s Responsible Behaviour Plan for Students in locations where individual plans may involve physical restraint  approve individual plans and provide copy of plan to principal’s supervisor or delegate.</p><p>Principals and School Staff:  develop the student individual plan by o including strategies to reduce the frequency and severity of inappropriate behaviours and increase socially appropriate and positive behaviours o not using physical restraint process in isolation o developing procedures with support personnel, parents and relevant staff including medical practitioner or other appropriate professional personnel where applicable o identifying strategies to reduce and eliminate the need for physical restraint  in preventing self-harming behaviours o consider whether safety can be restored in another practicable way such as removing potentially harmful objects o employ a range of responses including increased monitoring and support within the classroom and/or referral to appropriately trained staff o use postural, or movement limiting, and/or protective devices at times when there is a high risk of injury  complete documentation according to Student Protection  employ responses to support student and to support any other student or staff who may be affected by witnessing an incident of self-harm  establish a regular review process to monitor effectiveness of strategies and procedures, including advice from the medical practitioner or other appropriate professional personnel where applicable.</p><p>7. Network of student support Students at Killarney P-10 State School are supported through positive reinforcement and a system of universal, targeted, and intensive behaviour supports by:  Parents  Advisory Visiting Teachers  Teachers  Senior Guidance Officer  Support Staff  School Chaplain  Head of Department  School Based Police Officer  Administration Staff  School Based Youth Health Nurse  Guidance Officer  Youth Support Coordinator.</p><p>Support is also available through the following government and community agencies:  Red Cross  Bush Children’s  Headspace  Disability Services Queensland  Child and Youth Mental Health</p><p>18  Queensland Health  Department of Communities (Child Safety Services)  Police  Local Council</p><p>8. Consideration of individual circumstances To ensure alignment with the Code of School Behaviour when applying consequences, the individual circumstances and actions of the student and the needs and rights of school community members are considered at all times.</p><p>Killarney P-10 State School considers the individual circumstances of students when applying support and consequences by:  promoting an environment which is responsive to the diverse needs of its students  establishing procedures for applying fair, equitable and non violent consequences for infringement of the code ranging from the least intrusive sanctions to the most stringent  recognising and taking into account students' age, gender, disability, cultural background, socioeconomic situation and their emotional state  recognising the rights of all students to: o express opinions in an appropriate manner and at the appropriate time o work and learn in a safe environment regardless of their age, gender, disability, cultural background or socio-economic situation, and o receive adjustments appropriate to their learning, emotional and/or impairment needs,</p><p>9. Related legislation  Commonwealth Disability Discrimination Act 1992  Commonwealth Disability Standards for Education 2005  Education (General Provisions) Act 2006  Education (General Provisions) Regulation 2006  Criminal Code Act 1899  Anti-Discrimination Act 1991  Commission for Children and Young People and Child Guardian Act 2000  Judicial Review Act 1991  Workplace Health and Safety Act 1995  Workplace Health and Safety Regulation 1997  Right to Information Act 2009  Information Privacy (IP) Act 2009</p><p>10. Related policies  SMS-PR-021: Safe, Supportive and Disciplined School Environment  CRP-PR-009: Inclusive Education  SMS-PR-027: Enrolment in State Primary, Secondary and Special Schools  SMS-PR-022: Student Dress Code  SMS-PR-012: Student Protection  SCM-PR-006: Hostile People on School Premises, Wilful Disturbance and Trespass  GVR-PR-001: Police Interviews and Police or Staff Searches at State Educational Institutions  ICT-PR-004: Using the Department's Corporate ICT Network  IFM-PR-010: Managing Electronic Identities and Identity Management  SCM-PR-003: Appropriate Use of Mobile Telephones and other Electronic Equipment by Students </p><p>11. Some related resources  Bullying. No Way!</p><p>19  Schoolwide Positive Behaviour Support  Code of Conduct for School Students Travelling on Buses  Mind Matters</p><p>Endorsement</p><p>Effective Date: 1 January 2014 – 31 December 2017</p><p>20 Appendix 1</p><p>Mobile Phones/iPod style devices(from here will be referred to as ‘iPods’) Mobile phones/iPods are not encouraged to be at school. Secondary students are able to use mobile phones/iPods only outside of class times (ie. before school (until the bell at 8.50am; morning tea: 10.40-11am; lunch time: 12.45-1.40pm) provided there are no ‘class’ activities during designated break times. Mobile phones/iPods will be removed for collection at the end of the school day from the office if they are seen or heard during class time, and/or used for offensive or inappropriate purposes by students. See ‘Use of Personal Technology Devices at School’ in appendix.</p><p>The Use of Personal Technology Devices* at School * Personal Technology Devices includes, but is not limited to, games devices: such as Portable gaming devices, laptop/tablet devices, PDAs, cameras and/or voice recording devices (whether or not integrated with a mobile phone or MP3 player), mobile phones, iPods® and devices of a similar nature. 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 Banned From School Students are encouraged not bring valuable personal technology devices like cameras, digital video cameras or MP3 players to school as there is a risk of damage or theft. Primary students using personal devices will be confiscated by school staff and may be collected at the end of the day from the school office by a parent. Secondary students are permitted to use these devices during break time only. If a device is used during class time without the authorisation of the class teacher the device is confiscated and may only be collected from the school office at the end of the school day by the student at the first offence. After this the device will only be released to a parent or caregiver. Breaches of this prohibition may result in further disciplinary action. Confiscation Permitted personal technology devices used contrary to this policy on school premises will be confiscated by school staff. They 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. At the discretion of administration, at the first confiscation the student will be permitted to collect the device at the end of the school day (ie, after 3pm) from the office, however further infringements will require a parent to make the collection and permission to have personal technology devices at school will be suspended for a length of time deemed appropriate in consultation with the Principal. 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. Personal Technology Device Etiquette Bringing 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:  Primary students should sign them in to the office upon arrival, for safe keeping during the day; collection will only be actioned at the end of the school day  Secondary students must ensure that they are turned off or at least on silent and out of sight during class times. Personal technology devices may be used at morning tea and lunch breaks and before and after school. Recording voice and Images</p><p>21 Every 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 Killarney P-10 State School. Students using personal technology devices to record inappropriate behaviours or incidents (such as vandalism, fighting, bullying, staged fighting or pranks) for the purpose of dissemination among the student body or outside the school, by any means (including distribution by phone or internet posting) builds a culture of distrust and disharmony. 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 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 bullying 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 Breach of this policy may be subject to discipline (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 communication The sending of text messages 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 cheating Personal 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.</p><p>22 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 Arrangement Students 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 Head of Department or Principal.</p><p>23 Appendix 2</p><p>Killarney P-10 State School Behaviour Referral Form </p><p>Problem Behaviour Minor (Please tick) Major (Please tick) Defiance/Disrespect Defiance/Disrespect StudentLow intensity Name: brief failure to follow directions Continued refusalLocation to follow (pleasedirections, tick) talking back and / or Date: Time: Class: socially rude interactions.Playground Physical Contact Physical Aggression StudentReferring engages staff in membernon-serious : but inappropriate physical Actions involvingSpecialist serious physical Lesson contact where injury may contact. occur (eg hitting,Classroom punching, hitting with an object, kicking, scratching etc)Other Inappropriate language Inappropriate / Abusive language Low intensity language (eg shut up, idiot etc) Repeated verbal messages that involve swearing or use of words in an inappropriate way directed at other individual or group Disruption Disruption Low intensity but inappropriate disruption. Repeated behaviour causing an interruption in a class or playground. (eg. Yelling or screaming, noise with material, disrupting games, sustained out of seat behaviour etc) Property Misuse Vandalism Low intensity misuse of property. Student engages in an activity that results in substantial destruction or disfigurement of property Dress Code Dress Code Student wears clothing that is near, but not within, the Refusal to comply with school dress code. dress code guidelines defined by the school. Safety Safety Student engages in brief or low-level safety violation not Student engages in frequent unsafe activities where injury involving hurting any other individuals or groups. may occur. Dishonesty Major Dishonesty Student engages in minor lying/cheating not involving any Student delivers message that is untrue and / or deliberately other person. violates rules and/or harms others Other Harassment / Bullying Repeated teasing, physical and verbal intimidation of a student. </p><p>Other </p><p>School Expectation Category Speak Kindly Do the Right Care for Turn Things Thing Myself and Around and Others Be Brave</p><p>Others involved in incident None Peers Staff Other</p><p>24 Appendix 3</p><p>Debriefing Report</p><p>Formal debriefing should be led by a staff member trained in the process who has not been involved in the event. The goals of debriefing are to:  Reverse or minimise the negative effects of physical intervention  Prevent the future use of physical intervention  Address organisational problems and make appropriate changes</p><p>Notes on the discussion that occurs during the debriefing report are not required to be documented, however a note should be made that the debriefing has occurred for both staff and students involved (e.g. names, date, time and outcomes).</p><p>Debriefing should provide information on:  Who was involved  What happened  Where it happened  Why it happened  What we learned</p><p>The specific questions we want to answer through the debriefing process are:  FACTS: what do we know happened?  FEELINGS: how do you feel about the event that happened?  PLANNING: what can/should we do next?</p><p>Questions for staff  What were the first signs?  What de-escalation techniques were used?  What worked and what did not?  What would you do differently next time?  How can physical intervention be avoided in this situation in the future?  What emotional impact does using physical intervention have on you?  What was you emotional state at the time of the escalation?</p><p>Questions for student  What was it that you needed?  What upset you most?  What did we do that was helpful?  What did we do that got it that way?  What can we do better next time?  Is there anything that you would do differently?  Would you do something differently next time?  What could we have done to make the physical intervention less invasive?</p><p>For students who have language or communication difficulties the debriefing process will need to modified to accommodate their specific receptive and expressive needs.</p><p>25 Appendix 4</p><p>School Dress Code It is an expectation, endorsed by resolution of the P&C that students wear the school uniform daily. The wearing of the full school uniform shows a student’s self-respect and pride in the school. Parent co-operation is sought in ensuring students are correctly attired. The school uniform is required daily and is an expectation for school trips and nominated school functions. It is school policy that enclosed shoes be worn for all occasions. Students not in full uniform will not be permitted to attend out-of-school activities.  Jewellery or other adornment is not to be worn to school except a modest wristwatch, a single set of small plain sleepers or studs and a plain ring. Medical information jewellery is permitted.  Facial piercing is not permitted. Any existing piercing must contain a clear small stud. Safety requirements are that piercing must be removed for physical activity and removed or covered for food handling lessons.  Ear Spacers are not permitted. Any existing spacers must be solid and skin coloured.  Visible tattoos are not permitted. Any existing tattoos must be covered at all times.  Nail polish or make up is not to be worn.  Hair longer than shoulder length must be tied back neatly or styled off the face. Only school navy ribbons, clips or scrunchies may be worn. Hair must remain a natural colour.  Shoes – The rules of the Factories and Shops Acts (1960 – 1973) and Education Queensland require that footwear providing adequate protection (impervious material) and covering of the entire foot shall be worn in all workrooms (workshops, laboratories, art, graphics, textiles and food preparation rooms). Students out of uniform are expected to wear a similar replacement garment (appropriate and blue) and bring a note from the parent or guardian explaining the circumstances for each day they are out of uniform. This note is to be presented to the Class or Form teacher before school. Students may be required to wear a loaned uniform item or items for the day, from the school bank of uniforms located in the office administration area. If a uniform item worn provides an issue for exposure or modesty the student will be required to wear a loaned uniform item or items for the day, from the school bank of uniforms located in the office administration area. If incorrect hats are worn, the students will be asked to remove the hat and not be permitted in the playground. Persistent refusal to comply with the school’s dress standards and explicitly stated instructions will result in the student being issued with consequences according to the Responsible Behaviour Plan for Students. This may involve lunch time detentions initially.</p><p>26 Girls’ Uniform Boys’ Uniform m r</p><p> o General Uniform General Uniform f i  Navy skorts or plain navy mid-thigh length  Plain navy mid-thigh length shorts n u</p><p> shorts</p><p> y  School polo shirt (KSS design) a  School polo shirt (KSS design) d</p><p> Mostly white or black sports shoes (not y r  Mostly white or black sports shoes (not canvas slip ons) e</p><p> v canvas slip ons)  White or navy socks E  White or navy socks  Undershirt if worn must be white or navy  Undershirt if worn must be white or navy  Plain navy track suit pants  Plain navy track suit pants  Choice of plain navy sweatshirt, KSS spray  Choice of plain navy sweatshirt, KSS spray jacket jacket m r</p><p> o Dress Uniform Dress Uniform f i  Navy and blue check skirt  Black long pants n u</p><p> s  White blouse  White shirt – long or short sleeves n o i  School tie  School tie s a</p><p> c  Black leather lace up walking shoes (not  Black leather lace up walking shoes (not c sports shoes, boots, sandals or ballet flats) sports shoes, boots, or sandals) o l a  Black pantyhose (plain or ribbed) or plain  Socks – short black m white ankle length socks r  KSS Blazer o</p><p>F  KSS Blazer  Plain black belt To assist with availability the dress uniform for the girls, we have the permission of the Warwick State High School P&C to use the navy and blue check skirt and white blouse from their school. s r o Hat Hat o d  Navy broad brimmed or bucket hat with at  Navy broad brimmed or bucket hat with at t u least a 6 cm brim. least a 6 cm brim. O  Must be worn for all outdoor activities  Must be worn for all outdoor activities</p><p>27 Appendix 5 ‘Playground duty’ …. how to:</p><p>Things to note:  it is a legal responsibility  supervisors must be prompt and maintain their position until further supervision arrives (ie. Stay with students until the next person is on duty or the teacher arrives to take over the supervision – for example at the end of morning tea in Prep)  playground duty folders must be carried by those on duty as they contain behaviour monitoring information; workplace health and safety information and medical alerts  staff are expected to model sun safe behaviours</p><p>Students are not permitted in out of bounds areas including:  the car park;  inside buildings and on verandahs outside of class times - unless with a valid reason;  inside the school residence/grounds in toilets not allocated for them;  school gardens;  bike racks;  the janitor/groundsman’s shed; and  between the primary block and the road. Staff on playground duty are expected to –  Monitor student behavior and act to prevent dangerous or unhealthy situations arising. Students should be monitored to ensure:  they do not play in the sun without hats  school property and environment is protected and students exercise due care in regard to the use of sporting equipment, how and where they play  bullying / harassment type behaviours are not tolerated by anyone</p><p>Morning Tea Duty: 10.40-10.50am / 10.50-11am  Primary students - seated for the first 10 minutes of each break for eating.</p><p> Whilst eating, students are to be seated in areas allocated for their year levels. Bell (in computer room next to the staffroom) to be rung at the end of eating time. Students then wait to be dismissed by raising their hands to indicate that they have finished eating.</p><p>Lunch Duty: 12.45 – 1.15pm / 1.15-1.45pm  Primary students - remain seated for at least 10 minutes in their areas before teachers dismiss them. Duty person should also supervise the toilet area in their vicinity. Bell (in computer room next to the staffroom) to be rung at the end of eating time. Students then wait to be dismissed by raising their hands to indicate that they have finished eating.</p><p>28  Secondary students - stay in a supervised area about the secondary block (under the secondary building, along the walkways, near the Resource Centre) to eat their lunch. They are not permitted to ‘play’ while they are eating.</p><p>Time out procedures:  Primary – on the seats opposite the toilets</p><p> Secondary – outside the teacher aide room</p><p>Oval Duty: 1.05-1.35pm Activity/ies determined by the teacher on duty and displayed outside the teacher aide room for student reference  Students to wait at the bus area with their hats  Students from years 5-10 only (trial term 4, 2013)  Duty person must consider – age of students; skill level; management of multiple activities in the large space;  Duty person must ensure students are back at the school in time for the bell</p><p>JS Home Room (Junior Secondary – ‘year 7’ room): 1-1.30pm  Access to room by Year 10 students and secondary Gold students only  A list of Gold Students will be on display on the wall near the door  Students may come and go as they please, however appropriate and acceptable behaviour must be maintained  No food in the room (water bottles ok) PPR Lunch supervision: 12.45-1.15pm  Students nominated to be out of the lunch area for eating time  Students eat supervised in PPR  Usually followed by referral to Structured Play</p><p>Structured Play: 1.15-1.45pm  Students nominated to attend via noticeboard in/outside staffroom  Pick up point - seats outside staffroom  If there are no students specifically for Structured Play – supervisor to move to the playground where there may be students who would appreciate an alternate activity  If resources are required for a specific activity please see Traecy with your proposal  Activities to engage students  Modelling good behaviour to students / working together strategies</p><p>Before school duty: 8-8.50am</p><p> Students wait in lunch area near the office stairs until 8am</p><p>29  Bell (in computer room next to the staffroom) to be rung at 8am to indicate that the school is now supervised and supervisor is on duty  Supervisor must circulate around the playground and under school buildings monitoring activities and behaviour</p><p>Student lunches – school provided  Only available from the Room to Read during the first 10minutes of lunchtime only12.45- 12.55pm  Organised by the office supervisor  Recorded on the sheet on the fridge  Sandwiches available from the freezer and thawed in the microwave  After this time class teachers are to arrange / provide</p><p>Library Support in P2LC: 1.15-1.45pm</p><p> Students must wait for supervisor to enter the library  Appropriate library activities available for students  Access all student areas of the P2LC with supervisor knowledge/permission.  Supervisor must be conscious of adequate ‘pack up time’ to align with bell expectations</p><p>30</p>