Post on 20-Mar-2023
SHEPPARTON EAST PRIMARY SCHOOL “By learning, we grow.”
School Wide Positive Behaviour Strategies
Program Overview Resource and Planning Document
2020
Caring is the Shepp East Way!
Contents Our Values Page 2
Student Matrix Page 3
What is PBS? Page 4
Guiding Principles of PBS Page 5
What Operational Elements Define PBS? Page 6
Practices and Systems Page 7
Evidence-Based Behaviour Interventions Page 8
Behaviour Interventions Table Page 9
School Wide Continuum Page 10
Student Success Pyramid Page 11
Teaching Social Behaviour Page 12
Strategies to Teach Behaviour Page 12
Major and Minor Behaviours Table Page 14
Classroom Management Strategies Page 15
Environmental Strategies for the Classroom Page 17
Classroom Checklist Page 19
PBS Teaching Ideas Page 20
Positive Acknowledgment System Page 21
SPOTTO Acknowledgement Poster Page 22
Collecting Data (SWIS) Page 23
Care Teams Page 24
Staff Responsibilities Page 25
APPENDIX:
1.1 Staff Matrix Page 26
1.2 SPOTTO Achiever Certificate Page 27
1.3 Principal’s Award items Page 28
1.4 Single Incident SWIS Form Page 29
1.5 Whole Day SWIS Form Page 30
1.6 Behaviour Support Plan Example Page 31
1.7 Behaviour Management Plan Page 32
1.8 Yard Behaviour Management Plan Page 33
1.9 Safety Management Plan Example Page 34
2.0 Behaviour Reflection Forms Page 35
2.1 Severe Behaviour Flow Charts Page 36
2.2 Check in, Check out (CICO) Example Page 37
2.3 Staff Charter Page 38
2.4 Definitions for Behaviour Page 39
2.5 Process for Referral Flowchart Page 40
2.6 Referral Form for Tier 2 Supports Page 41
Our Values & Settings Shepparton East Primary School is committed to the implementation of a whole school approach to Positive Behaviour Support for engagement and learning. Our approach aligns academic and behavioural systems to create an emphasis on explicitly teaching, monitoring and rewarding appropriate behaviour. We use a behaviour matrix to teach our four values:
Care for Yourself Care for Others
Care for your School Care for your Learning
These are then separated into the following seven different settings that are relevant to Shepparton East:
• In the classroom • In the yard • Eating time • Toilets • Transitions and Excursions
“At Shepparton East Primary School we strive to provide an inclusive, supportive and safe learning
environment by encouraging all students to care for themselves, others, their learning and their school.”
PAGE 2
What is PBS ? The goal of School-Wide Positive Behaviour Support (PBS) at Shepparton East Primary School is
to create and maintain a positive and safe learning environment that enhances our school culture
where we maximise individual academic and social growth.
PBS is “…a broad range of systematic and individualized strategies for achieving important social
and learning outcomes while preventing problem behaviour with all students.” (Sugai & Homer,
2001;2002)
The PBS approach is comprised of evidence based behavioural interventions and practices that can be implemented by staff to effectively address and support the socially and educationally important behaviour needs of students and their families. PBS has conceptual foundations in:
• Behavioural Theory – Behaviour is learned, lawful and malleable.
• Applied Behaviour Analysis – Behavioural theory, principles and practices are applied
socially important observable behaviours in the applied settings in which they are
observed.
• Positive Behaviour Support – Behavioural supports are considered in the larger context of
improving quality of life.
Through the implementation of PBS, school wide systems are
aligned to create an inclusive environment where there is
a:
1. Common purpose and approach to discipline
2. Clear set of positive expectations and behaviours
3. Procedures for teaching expected behaviour
4. Continuum of procedures for encouraging expected
behaviour
5. Continuum of procedures for discouraging inappropriate behaviour
6. Procedures for data collection, ongoing monitoring and evaluation.
PAGE 4
Guiding Principles of PBS Shepparton East Primary uses the following principles to guide our decisions and actions:
1. Use data to guide decision making
2. Establish school discipline as an instrument for academic and behaviour success
3. Make decisions that are linked to important and measurable outcomes
4. Utilise research validated practices, interventions and strategies
5. Emphasise an instructional approach to behaviour management
6. Emphasise prevention
7. Integrate initiatives, programs and interventions that have common outcomes
8. Adapt products, activities, actions, etc. to align with cultural and contextual
characteristics of local environment (e.g. family, neighbourhood, community)
9. Build and sustain a continuum of behaviour support
10. Consider and implement school-wide practices and systems for all students, all staff and
all settings
11. Evaluate continuously
12. Coordinate efforts with a school-wide leadership team.
“ SWPBS is the redesign of environments,not the redesign of individuals.”
PAGE 5
What Operational Elements Define PBS? Effective, efficient and relevant school-wide discipline is based on a balance of four key interactive elements: Outcomes, Data and Practices.
Practices
DataSystems
OUTCOMES
Social Competence & Academic Achievement
Supporting Decision Making
Supporting Staff Behaviour
Supporting Student Behaviour
DATA: What do we currently see and know?
Data-based decision making guides selection and modification of curricula and practices, evaluation of progress, and enhancement of systems.
OUTCOMES: What do we want to see?
Clearly specified outcomes are related to academic achievement and social competence.
PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see?
Evidence-based practices have a high probability of outcome achievement for students.
SYSTEMS: What needs to be in place to support (a) Practice adoption that is informed and (b) full implementation that is contextualised, accurate, and sustainable?
Systems support adult adoption, high fidelity implementation, and sustained use of effective practices.
Information that is used to identify status, need for change, and effects
of intervention
Supports that are needed to enable the accurate and durable implementation of the
practices of PBS.
Interventions and strategies that are research validated.
Academic and behaviour outcomes
that are endorsed and emphasised by
students, families and educators
PAGE 6
Practices and Systems by Prevention Tier and PBS Working Elements
PREVENTION TIER Primary Secondary Tertiary
SWPB
S W
ORK
ING
ELE
MEN
TS
Dat
a
• Office discipline referrals (ODR)
• EBS Self Assessment
• SET
• Parent Opinion Survey
• Student Opinion Surveys
• Academic Performance
• Anecdotal records
• SPOTTO’s earned (token
economy)
• Office disciplinary
referrals
• SPOTTOs earned token
economy
• Academic competence
• Anecdotal records
• Academic competence
• Anecdotal records
• Behaviour Observations
Booklet
Out
com
es • >80% of students with 0-1 major
ODR per semester
• <15% of students ith 2-5
major ODR per semester
• Individualised acedemic
and behavour objectives
• <5% of students with >6
major ODR
Prac
tices
• Teach and encourage school-
wide behavioural expectation
and behaviours (Values Matrix)
• Continuum of consequences for
violations of behaviour
expectations
• Active supervision
• Effective classroom management
• Effective yard managment
• Group social skills
intruction
• Daily performance
feedback
• Self-managment
instruction
• Peer tutoring
• Family engagment
• Specialist intervention /
counseling (Chaplain,
SSSO)
• Function-based
individuaised behaviour
support plan
• Targeted social skills
instruction
• Academic accomodations
and supports
• Family participation (PSG)
• Specialist intervention /
counseling (chaplain,
SSSO)
Syst
ems
• PBS leadership team
• Formative data and team-based
decision making and action
planning
• High priority
• Active adminitstrator
involvement
• Behavioural competence
• Weekly program review
• Team based coordination
and decsion making
• Direct link to school-wide
primary tier prevention
system
• Specialised behavioural
competence
• Team based coordination
and decision making
• Daily program review
PAGE 7
What evidence-based behaviour interventions are included in PBS?
An effective school-wide system of discipline or positive behavioural interventions and supports is
only as good as the structures and processes that are in place to support their sustained use.
SUBSYSTEMS PRACTICES, PROCESSES AND SYSTEMS FOR.......
School-wide All students and staff members across all settings.
Classroom Settings in which delivey of instruction is emphasised.
Non classroom Settings and contexts in which the emphasis is on supervision and monitoring, not instruction (e.g sporting events, assembly, excursions)
Student Individual students whose behaviours are not responsive to school-wide or primary tier prevention (secondary/tertiary tiers).
Family Engaging and supporting family participation in the activity and access to resources of the school.
PAGE 8
Classroom
School-Wide
Student Family
Non Classroom
Behavioural Interventions and Practices Sc
hool
-Wid
e 1. Leadership Team 2. Common behaviour purpose and approach to discipline (see appendix 1.6 – 1.9) 3. Clear set of positive expectations (see page 3 for student matrix) 4. Procedures for teaching expected behaviour school-wide and classroom-wide 5. Continuum of procedures for encouraging expected behaviour 6. Continuum of procedures for discouraging inappropriate behaviour 7. Procedures for ongoing data based monitoring and evaluation (see appendix 1.4
& 1.5)
Clas
sroo
m- W
ide
1. All school-wide above 2. Maximum structure and predictability (e.g. Routines, environment) 3. Positivity stated expectations posted, taught, reviewed, prompted and supervised 4. Maximum engagement through high rates of opportunities to respond, delivery of
evidence based instructional curriculum and practices 5. Continuum of strategies to acknowledge displays of appropriate behaviour,
including contingent and specific praise, group contingencies, behaviour contracts and token economies
6. Continuum of strategies for responding to inappropriate behaviour, including specific, contingent, brief correction for academic and social behaviour errors, differential reinforcement of other behaviour, planned ignoring, response cost and time out
7. 6:1 Positive interactions with students, whether they be verbal or inferred
Non
-Cla
ssro
om
Sett
ings
1. Positive expectation and routines taught and encouraged/acknowledged 2. Active supervision by all staff, emphasising scanning, moving and interacting 3. Pre-corrections, prompts and reminders 4. Positive reinforcement
Indi
vidu
al
Stud
ent
1. Behavioural competence at school and regional levels 2. Function based behaviour support planning 3. Team and data based decision making 4. Comprehensive person centred planning and holistic processes 5. Targeted social skills and self-management instruction 6. Individualised instructional and curricular accommodations
Fam
ily
Enga
gem
ent
1. Continuum of positive behaviour support for all families 2. Frequent, regular and positive contact, communications and acknowledgments 3. Formal and active participation and involvement as equal partners 4. Access to system of integrated school and community resources
PAGE 9
What is the PBS school-wide continuum of behaviour support?
A relatively small proportion of students (1-15%) have learning histories that cause general school-
wide interventions to be ineffective (i.e. behaviour not responsive) and these students require
additional specialised and individualised interventions.
Shepparton East thinks of school-wide discipline systems as being important foundations for:
1. Supporting the majority of students
2. Preventing the development of chronic problem behaviour for students with high risk
backgrounds and learning histories
3. Identifying (screening) and providing more specialised and individualised behaviour
supports for students with high intensity, difficult to change, problem behaviours.
PREVENTION TIER DESCRIPTION
GENERAL RESPONSE CRITERIA
TIER 1 Primary
(Universal)
Pratices and systems for all students and staff
implementated across all settings. Behaviours of 70-90%
of students
TIER 2 Secondary (Targeted)
More intensive and specialised practices and systems
for students whose behaviours have been
documented as not responsive at the primary tier,
and generally provided in a common or standardised
manner in small student groupings, which provide
more regular supervision, monitoring, interactions,
corrective feedback and positive reinforment with and
by adults and peers.
Behaviours of 10-30% of students
TIER 3 Tertiary
(Intensive)
Most intensive and specialised practices and systems
for students whose behaviours have been
documented as not responsive at the primary or
secondary tiers and generally are highly individualised
to the specific needs and strengths of an individual
student. Family and community involvement is
increased.
Behaviours of 1-10% of students
PAGE 10
Tier 3 Tertiary Interventions (for individual students)
• Assessment Based
• High Intensity.
Tier 3 Tertiary Interventions (for individual students)
• Assessment Based
• Intense, durable
procedures.
Tier 2 Secondary Interventions
(for some students) • High Efficiency • Rapid Response.
Tier 1 Universal Interventions
(for all students)
• Preventative, Proactive.
Tier 1 Universal Interventions
(for all students)
• All Settings
• Preventative, Proactive.
Academic Instruction Behavioural Instruction
DESIGNING SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS
Tier 2 Secondary Interventions
(for some students) • High Efficiency • Rapid Response.
Teaching Social Behaviour Like Academic Skills It is essential that a consistent approach to discipline and acknowledgement is maintained and
that clearly defined rules, routines and physical arrangements are developed and taught by school
staff to prevent initial occurrences of inappropriate behaviour. Our PBS approach aligns academic
and behavioural systems so that there is an emphasis on explicitly teaching, monitoring and
rewarding appropriate behaviour.
A frequent misrule is that social behaviour is learned and encouraged through the use of aversive
consequences (especially for errors). However, these types of consequences do little to promote
desired social skills, except to signal that an error has occurred.
A behaviour is a behaviour, regardless of whether it is an academic or a social skill. As such,
whether teaching an academic skill or concept, a social skill, or a character trait, the basic
instructional process is the same. The following figure illustrates those basic instructional steps,
beginning with “define the skill”.
Like academic skills that have been learned initially, social skills must be practised regularly and acknowledged/reinforced frequently for mastery, sustained use and generalised applications to be realised. If a student has firmly learned problem behaviour, then formally and continually promoting, practising, and reinforcing the desired alternative becomes especially important and necessary.
DEFINE Simply
MODEL
PRACTICE
In Setting
MONITOR & ACKNOWLEDGE
Continuously
ADJUST for
Efficiency
PAGE 12
Strategies to Support & Teach Behaviour St ra teg ies used a t Sheppar ton Eas t P r imary to suppor t and teach expected behav iours inc lude :
• Common Values (see page 3 for Student Matrix and appendix 1.1 for Staff Matrix )
• Value of the week introduced at assembly, then explicitly taught in class Monday mornings
• Positive acknowledgment reward system: SPOTTO’s (see page 22 for acknowledgments
and appendix 1/2 for certificate example)
• PBS Principals Award and luncheon invite (see appendix 1.3 for examples)
• Clearly defined behaviours (Classroom vs Office referrals) with general procedures for
dealing with problem behaviours both in the yard and in class (see page 14)
• Data Collection SWIS (see appendix 1.4 and 1.5)
• Student Behaviour Reflection forms (see appendix 2.0)
• Visual reminders placed indoors and outdoors
• Classroom Behaviour Management Plan (see appendix 1.7)
• Yard Behaviour Management Plans (see appendix 1.8)
For students who require Tier 2 & 3 interventions we implement some or all of the following:
• Check In, Check Out (CICO) (see appendix 2.2)
• Check and Connect
• Behaviour Support Plan (see appendix 1.6)
• Safety Management Plan (see appendix 1.9)
• Severe Behaviours Flow Charts (see appendix 2.1)
• Student Support Group meetings
• Counselling
• Whole week SWIS Behaviour Observation booklet
Other whole school supports to provide a holistic approach are:
• The Helping Hands program
• Access to our School Chaplain
• Home visits
• Weekly breakfast program
PAGE 13
Classroom VS. Office Referrals PRECONDITIONS
Students will be provided with multiple play spaces that offer engaging play opportunities. PBS is implemented with consistent language used.
MINOR BEHAVIOUR
• Disrespect
• Defiance
• Disruption
• Inappropriate language
• Uniform violation
• Technology violation
• Property misuse
• Physical contact
• Playing in the toilets
• Littering
• Cheating
• Dishonesty
• Minor safety violation
MAJOR BEHAVIOUR
• Repeated minor behaviour• Physical aggression causing bodily harm• Left school grounds• Fighting• Out of bounds• Defiance / insubordination• Non-compliance• Abusive / inappropriate language• Continued disruption• High Level of disrespect • Skip class / tardy• Harassment / intimidation• Bullying (repeated)• Theft• Technology violation• Property damage• Vandalism • Safety violations that are potentially
harmful to self, other, and/or property
Follow Behaviour Management Flow Chart Referred to Leadership Team See appendix 2.4 for definitions of behaviours
PAGE 14
Effective Classroom Management Strategies Maximising academic achievement is directly linked to academic engagement. In turn, academic engagement is linked to:
a) Effective curriculum
b) Effective delivery of curriculum (instruction)
c) Effective classroom management
More importantly, accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including PBS.
Positive, Preventative
School Culture PBS
Effective Academic Instruction
Effective Behavioural
Interventions
Continuous and Efficient Data-
Based Decision Making
Systems for Durable and
Accurate Implementation
A brief list of best practice classroom management strategies is outlined in the table below:
CLASSROOM MANAGEMENT PRACTICE DESCRIPTION
1. Minimise crowding and distraction
• Design environment to elicit appropriate behaviour: o Arrange furniture to allow easy traffic flow. o Ensure adequate supervision of all areas. o Designate areas of work. o Seating arrangement.
2. Maximise structure and predictability
• Teacher routines: volunteers, communications, movement, planning, timetables etc.
• Student routines: personal needs, transitions, working in groups, independant work, instruction, getting materials, homework etc .
PAGE 15
CLASSROOM MANAGEMENT PRACTICE DESCRIPTION
3. State, teach, review and reinforce positively stated expecations
• Establish behavioural expectations/rules • Teach rules in context of routines • Prompt or remind students of rule prior to entering
natural context • Monitor students’ behaviour in natural context and
provide specific feedback • Evaluate effect of instruction – review data, make
decisions and follow up
4. Provide more acknowledgments for appropriate rather than inappropriate behaviour
• Maintain at least 6:1 • Regularly interact positively • Correct behaviour expectation violation with positive
reinforcement for rule following
5. Maximise varied opportunities to respond
• Vary Individual v. Group responding. • Vary response type (oral, written, gestural) • Increase participatory instruction (questioning, materials)
6. Maximise active engagement
• Vary format (written, vocal, gestures) • Specify observable engagements • Link engagement with outcome objectives
7. Actively and continously supervise
• Move, scan, and interact • Remind/pre-correct • Positively acknowledge
8. Respond to inappropriate behaviour quickly, positively and directly
• Respond efficiently • Attend to students who are displaying appropriate
behaviour • Follow school procedures for major problem behaviours
objectively and anticipate next occurance
9. Establish multiple strategies for acknowledging appropriate behaviour
• Social, tangible, activity, etc • Frequent v. Infrequent • Predictability v. Unpredictability • Immediate v. Delayed
10. Provide specific feedback for errors and correct behaviours
• Always indicate correct behaviours • Link to context
PAGE 16
Environmental Strategies for the Classroom Music 60 bpm – Research tells us that playing music at 60 bpm assists to decrease aggressive behaviours and alleviate anxiety as our heart rates mimic the beat of the music. The heart rate of students with aggressive behaviour can jump between 147 beats per minute 45-90 seconds prior to escalation. Therefore, playing 60 bpm music encourages students to remain calm. This music is readily available on YouTube, Spotify and other music platforms. For more information go to www.mus ic in thec lass room.com TUMS – This is especially important when greeting students at the door and welcoming them into our classrooms, regardless of the time of day. Touch: Hand shake, fist bump, high five
Use Name: Use the student’s name in a positive way “Good morning Stacey, how was your
soccer practice last night?”
Make Eye Contact: Look at the student’s eyes when speaking with them, but don’t direct them to
look directly back as this may create discomfort.
Smile: Don’t forget to smile, it’s infectious!
Proprioceptive Input – Proprioception, or the body’s ability to sense itself, can be a complicated matter, especially in children with academic, social or behavioural issues like ADHD, Asperger’s and sensory processing disorder. Proprioceptive dysfunction has been observed in such children, as many of them have difficulty knowing where their body is in space and understanding boundaries when playing and interacting with other children. The following are common signs of proprioceptive dysfunction:
• Sensory Seeking (pushes, writes too hard, plays rough, bangs or shakes feet while sitting, chews, bites, oversteps personal boundaries and likes tight clothes)
• Poor Motor Planning/Control & Body Awareness and Poor Postural Control (difficulty going up and down stairs, bumps into people and objects frequently, difficulty riding a bike, slumps, unable to stand on one foot, needs to rest head on desk while working)
Every child is different, but the following activities can assist these students: Jumping, running, climbing, hanging, stomping, bouncing on top of a large ball, kicking, pushing, crawling, squeezing, stretching, rolling, yoga, wheelbarrow and crabwalking. For more information and ideas go to yourkidstable.com/proprioceptive-activities Lighting – An effective classroom lighting scheme will make use of any natural light that is available, with the addition of artificial light when necessary. Incorporating natural light can provide physical and physiological benefits to students and teachers. Natural light is shown to benefit the health, concentration and behaviour of students. Lighting is an important consideration in effective classroom design as using alternative light sources aid in setting a quiet tone for a calmer learning environment.
PAGE 17
Fidget Tools – For students with impulse control issues, sensory needs or inattentiveness as a result of a diagnosis such as ADHD, Autism, Sensory Processing Disorder etc, the use of fidget tools may aid in helping to reduce distraction to learning.
Studies have shown that fidgeting can increase retention of information by 39%. The fidget task should engage a sense other than what is required by the main task. This mindless secondary task for the brain enables the student to focus on the main task at hand. Tools may be something such as a stress ball, spinner, weighted bag or silent clicker.
Hula Hoop or Sit Spot – A hula hoop can be a helpful tool for students who are unable to understand the concept of personal space. Placing the hoop on the floor as a visual reminder of the amount of appropriate space needed for others to feel comfortable. This objective can also be obtained through the use of strategically placed Sit Spots.
Hairy Eyeball – The ‘Hairy Eyeball’ refers to a non-verbal cue such as a glance, raised eyebrow, or solid eye contact that conveys to the student we are aware of their position and behaviour in the room. It is a quick and effective method on checking in with students without interruptions to learning.
Right Ear – Offering students equal choices in the right ear, or on the right side, will net great results. The right ear is connected to the left side of the brain; where language is processed. Students are more likely to comply when the information is offered on the right side.
Seating Choices – A range of seating options are of benefit within the learning environment. We know that for young boys, there is no pocket of fat between the tailbone and hard surfaces. This can cause soreness and an inability to sit for long periods of time on hard surfaces. Items such as pillows and cushions can help alleviate this pressure and promote longer periods of focus.
Jen Ratio – Jen ratio is the practise of counting the number of positive and negative comments one makes during their day. The positives should outweigh the negatives 4:1.
By using Jen ratio beads (as pictured), we can keep track on the number of positive comments we make and provide us with an awareness of how our language impacts others.
PAGE 18
Promoting Positive and Effective Learning Environments
CLASSROOM CHECKLIST Instruction:
r Advanced organisers/timetables given
r Specific explanations and clear instructions given
r Lesson well paced
r Student attention maintained throughout lesson
r Opportunity for student practise
r Frequent and detailed positive feedback given to students
r Appropriate error correction and review strategies employed
Classroom Management:
r Pre corrections given
r Active positive interactions with students
r Smooth transitions between lessons/activities
r Differential reinforcement used appropriately
r Non instructional time is kept to a minimum
r Classroom rules posted and enforced
consistently and equitably
r Individual behaviour change strategies
implemented appropriately
PAGE 19
PBS Teaching Ideas The teaching of our expectations and values should be happening across all settings every day, and by everybody. In the table below you will find some ideas, activities, games etc that you can use and adapt to keep the continued teaching of our PBS engaging for both students and staff.
DAILY BASIS ALL SETTINGS WEEKLY BASIS ALL SETTINGS BEGINNING OF EACH TERM
• SPOTTOs • Circle time • Role plays • Verbal acknowledgment
highlighting positive behaviour
• Role modelling from staff • Individual greeting during
morning roll • Whole school signage • 4 positives to 1 negative • Incorporate into daily
handwriting • Daily rewards • Posters on walls • Student artwork displayed • Matrix displayed • Consistant use of
terminology • Targeted positive
comments • Greet each student in a
positive way • Provide a clean, safe and
organised space to learn • Keep consistant routines • Display classroom rules • Share achievements with
other staff • Positive language
• Count up SPOTTOs and graph results
• Principal PBS award at assemby • SPOTTO Achievment
certificates at assembly • Weekly PBS focus and lesson
time • Circle time • Create PBS books using class
photos • Postcards home • Class meetings
• Classroom charter • Re-establish routines • Revisit expectations during
circle time and chats • Role plays • Reinforce standards used the
term before • Video role modelling • School walk to outline
boundaries and expectations
PAGE 20
Positive Acknowledgement System SPOTTO Stickers
Positive acknowledgment is a major component of our PBS. In recognition of students who are
following our school values they may receive a SPOTTO sticker.
A SPOTTO can be given to a student when they are demonstrating positive behaviour(s). It is not
intended as a preventative measure to avoid negative behaviour but rather to encourage
students to do the right thing, show initiative and potentially change those less desirable learned
behaviours.
How can students earn a SPOTTO?
When a student has been observed following school expectations, they may be given a SPOTTO.
Students who have also followed a teacher’s instructions, carried out a task or shown initiative
may all receive a SPOTTO. This does not mean that every time a student is observed showing
positive behaviour that they should receive a SPOTTO. All staff (teaching and non-teaching) will
be required to be aware at all times of students who may be demonstrating positive behaviour.
Although fair does not equate to the same amount of recognition for each student, it is the
teacher’s responsibility to also ensure that all students experience success through our
acknowledgment system.
Other Positive Acknowledgments that our school utilises
• A Postcard posted home when a student reaches 30 SPOTTOs
• Principal PBS Award one junior and one senior
per week
• SPOTTO certificates presented at assembly after
‘cashing’ in SPOTTO’s
• 4:1 rule; for every negative, staff give four
positives.
PAGE 21
Data Collection (SWIS) Using discipline data helps to identify patterns and possible causes of inappropriate behaviour.
This information is then used to develop effective interventions to decrease inappropriate
behaviour and increase desired behaviour across the school. We utilise the School Wide
Information System (SWIS) online to record and track our data.
SWIS is a system for recording office discipline referrals and generating reports on the data
collected including:
• Daily office referrals
• Whole day referral forms
• Weekly, Monthly, Yearly referrals
• Referrals by location (bus, class, playground)
• Referrals by behaviour demonstrated
• Referrals by student and class
• Referrals by time of day
To enter effective data it requires use of the “Big 5” (who, what, when, where, how often). This
allows any common trends to be easily identified in relation to inappropriate student behaviour.
In addition to Parent and Staff Opinion Surveys, the data used for the ongoing implementation of
PBS includes:
School-Wide Evaluation Tool (SET) Completed annually, this is designed to assess and evaluate the critical features of school-wide
effective behaviour support across each academic school year. The SET results are used to:
1. Assess features that are in place
2. Determine annual goals for school-wide effective behaviour support
3. Evaluate on-going efforts toward PBS
4. Design and revise procedures as needed
5. Compare efforts toward PBS from year to year.
Effective Behaviour Survey (EBS) Completed annually, this is designed to assess the effective behaviour support systems in our
school. The survey examines the status and need for improvement of four behaviour support
systems: (a) school wide discipline systems (b) non-classroom management systems (c) classroom
management systems and (d) individual student systems. It asks what practices are/are not in
place and what are the priorities for improvement.
The survey summary is used to develop an action plan for implementation.
PAGE 23
Year 6 Care Teams What is a Care Team?
At Shepparton East Primary School we believe that providing leadership opportunities for all Year
6 students is a vital component of student engagement and learning. Alongside the roles of
School Captains, Vice Captains and Student Council Representatives, every student is allocated a
Care Team corresponding with our four main values: Care for Yourself, Care for Others, Care for
your Learning and Care for your School.
What do Care Teams do? Each Care Team will work together to provide a service to our school community that links
directly to their value. For example, the Care for Yourself team prepared cut up fruit platters
every Friday, promoting healthy eating, and the Care for your School team is responsible for
keeping our school communication board up to date.
PAGE 24
Important things staff can remember • Greet students and colleagues by name.
• Positively reinforce students at every opportunity by using the SPOTTO reward system.
• Actively teach the schools behavioural expectations as per the matrix.
• Adopt our Behaviour Management Flowcharts for problem behaviours.
• Report behaviour via SWIS forms.
• Adapt materials for students with learning difficulties.
• Don’t be afraid to ask for help.
• Attend meetings about students with behavioural issues when requested.
• Adopt effective classroom management strategies for positive behaviour schools.
Caring is the Shepp East way!
PAGE 25
Appendix 1.1 – Staff Matrix
Learning Environment • Show consideration to other classes by
monitoring noise level of students and speakers • Keep areas clean by returning all equipment and
items to correct places • Maintain constant and active supervision of whole
class • Action Tier 1 and 2 supports effectively and monitor their success
frequently • Appreciate and utilise everyone’s role and expertise appropriately
Staff room • Take note of kitchen duty roster and compete duties daily as a team • Clean up after yourself • Ensure confidential discussions occur with doors closed and with staff
only • Keep fridge clean of old items
Outdoors & Yard Duty • Arrive to yard duty area at designated time • Actively supervise all areas of yard • Greet others using their name
APT, PD’s and Meetings • Discuss students & families confidentially and respectfully • Respect starting times by following the schedule • Communicate positively using appropriate language, tone and body
language • Greet guests and presenters warmly
Excursions & Camps • Ensure all responsibilities are carried out • Be prepared for all events by ensuring medical requirements are met
Administration and Procedures • Adhere to timelines for assessment and reporting • Communicate timetable changes to appropriate staff • Follow and use assessment schedule to guide practice
Learning Environment • Avoid straining voice by using non verbal cues • Display weekly planner on communication board • Follow dress code and wear appropriate
footwear
Staff room • Use break times to eat, drink and socialize • Be an active contributor to discussions and engage with co workers
Outdoors & Yard Duty • Dress appropriately to the season • Adhere to SunSmart policy • Take time to enjoy getting to know different students
APT, PD’s and Meetings • Be prepared by arriving on time with required equipment • Use the correct document formats and templates • Maximise planning time by allocating roles and following a schedule • Read meeting minutes when circulated • Follow meeting protocols and honour time keeping
Excursions & Camps • Share the responsibility of organisation as a team • Ensure all necessary items are taken • Familiarise yourself with the layout of venue and any required
facilities
Administration and Procedures • Adhere to timelines for assessment and reporting • Follow and use assessment schedule • If unsure how to work through a problem or grievance, speak to
leadership directly
Learning Environment • Keep all areas clear of hazards • Lock up rooms each night • Only print with colour and laminate when
necessary • Follow PBS flow charts when responding to Tier 2
and 3 behaviours
Staff room • Return borrowed items once finished • Be mindful of correct waste disposal
Outdoors & Yard Duty • Know the boundaries and designated play areas and actively monitor • Notify office of any damage to property • Promote tidy yard by preventing rubbish from reaching the yard
APT, PD’s and Meetings • Consider whole school goals and expectations • Implement outcomes from meetings within required time frame • Represent our school in a positive manner
Excursions & Camps • Engage and communicate positively with providers • Ensure students are utilising facilities properly and being respectful of
property • Follow protocols and procedures of providers
Administration and Procedures • Mark roll promptly and accurately • Provide notice via a phone call as soon as practicable if sick or
running late • Follow through on all incidents and submit SWIS forms on the day to
pigeon hole if minor, or directly to leadership if major • Report OH&S issues and injuries immediately • Replace paper in photocopiers as required
Learning Environment • Display and follow planners • Utilise the expertise of others and mentor others • Be ready to fulfil your role by being prepared and
on time • Create a learning intention and explicitly teach
using modelling
Staff room • Check boards in staffroom daily for changes • Sign in and out each day
Outdoors & Yard Duty • Use problem behaviours as an opportunity to reteach • Ensure phone is taken out on yard duty
APT, PD’s and Meetings • Be willing to share experience and take on new ideas • Work to everyone’s strengths • Be present by contributing and providing feedback • Bring items required to take notes and plan • Be willing to try new things and adapt to your strengths
Excursions & Camps • Engage with students, staff and peers in order to make the most of
the experience
Administration and procedures • Phone through urgent messages to the classroom • Check e-mails frequently • Familiarise CRT’s and volunteers with student requirements and
school expectations • Notify office when students cash in for SPOTTO reward
SHEPPARTON EAST PRIMARY SCHOOL Staff Expectations & Values
C A R I N G I S TH E S HE P P E A S T WA Y !
PAGE 26
Appendix 1.3 – Principals Award Items
Student Name You are invited
To a special lunch with Mr McCrae
Wednesday 22nd June At 1:05pm in the staffroom
(lunch will be provided)
PAGE 28
Appendix 1.4 – SWIS Form
PAGE 29
Admin: ☐ Entered SWIS
Problem Behaviour (Minor) ��Disrespect ��Disruption ��Defiance ��Out of bounds���Inappropriate Language ��Technology Violation ��Property misuse/damage ��Physical contact ��Other: ________________
Problem Behaviour (Major) ��Physical Aggression�� ��Defiance/Non Compliance���Disruption ��Disrespect ��Out of School Bounds ��Bullying ��Harassment ��Fighting ��Technology Violation ��Property Damage / Vandalism���Skip Class ��Abusive/Inappropriate Language ��Forgery/Theft/Plagiarism ��Other: ______________
Please hand Major forms directly to leadership for review
�
Action Taken: ��Buddy Class ��Time Out / Detention ��Loss Privilege ��Student Conference ��Parent Contact ��Behaviour Reflection Form ��Out of School Suspension ��In School Suspension ��Individualised Instruction ��Action Pending ��Time in office ��Other: __________________
Summary of Incident: (Who else involved and what was the motivation?)
Playground: ☐ Front ☐ Middle ☐ Back ☐ Other: ________
Classroom: ☐ Reading ☐ Lining Up ☐ Library ☐ Writing ☐ PE/PMP/Health ☐ Art ☐ Math ☐ Inquiry ☐ P/Arts ☐ Science ☐ Other: _______ ☐ ERP
Other Settings: ☐ Toilets Front ☐ Office ☐ Toilets Back ☐ OSHC ☐ Excursion ☐ Other: ______________
Student Name: Student Class: _________________________________________________ ______________
_________________________________________________ ______________
_________________________________________________ ______________
_________________________________________________ ______________
Date: _________________ Time: _________________ Staff: _________________
Admin: ☐ Entered SWIS
Problem Behaviour (Minor) ��Disrespect ��Disruption ��Defiance ��Out of bounds���Inappropriate Language ��Technology Violation ��Property misuse/damage ��Physical contact ��Other: ________________
Problem Behaviour (Major) ��Physical Aggression�� ��Defiance/Non Compliance���Disruption ��Disrespect ��Out of School Bounds ��Bullying ��Harassment ��Fighting ��Technology Violation ��Property Damage / Vandalism���Skip Class ��Abusive/Inappropriate Language ��Forgery/Theft/Plagiarism ��Other: ______________
Please hand Major forms directly to leadership for review
�
Action Taken: ��Buddy Class ��Time Out / Detention ��Loss Privilege ��Student Conference ��Parent Contact ��Behaviour Reflection Form ��Out of School Suspension ��In School Suspension ��Individualised Instruction ��Action Pending ��Time in office ��Other: __________________
Summary of Incident: (Who else involved and what was the motivation?)
Playground: ☐ Front ☐ Middle ☐ Back ☐ Other: ________
Classroom: ☐ Reading ☐ Lining Up ☐ Library ☐ Writing ☐ PE/PMP/Health ☐ Art ☐ Math ☐ Inquiry ☐ P/Arts ☐ Science ☐ Other: _______ ☐ ERP
Other Settings: ☐ Toilets Front ☐ Office ☐ Toilets Back ☐ OSHC ☐ Excursion ☐ Other: ______________
Student Name: Student Class: _________________________________________________ ______________
_________________________________________________ ______________
_________________________________________________ ______________
_________________________________________________ ______________
Date: _________________ Time: _________________ Staff: _________________
Appendix 1.6 – Behaviour Support Plan Example
PAGE 31
Beha
viou
r Sup
port
Pla
n N
ame:
Dat
e of
Birt
h:
Clas
s:
Dia
gnos
is:
Back
grou
nd: S
tud
ent
nam
e p
rese
nts
with
ong
oing
cha
lleng
ing
beh
avio
urs
that
lead
to
phy
sica
l out
bur
sts
and
ab
scon
din
g. S
tud
ent
nam
e is
an
inte
llig
ent
girl
who
love
s ar
t an
d h
as a
gre
at im
agin
atio
n. T
his
BSP
has
bee
n fo
rmul
ated
in c
onsu
ltatio
n w
ith P
rinci
pal
, tea
cher
and
par
ents
. Cur
rent
ly n
o c
olla
bo
ratio
n
has
bee
n m
ade
with
med
ical
sp
ecia
lists
.
Prin
cip
al: T
rent
McC
rae
15 S
choo
l Roa
d
Shep
part
on E
ast
3631
Ph
: 582
9 24
26
PBS
Valu
e (a
ll se
ttin
gs)
Expe
cted
Beh
avio
ur
(sp
ecifi
c la
ngua
ge
fro
m m
atrix
) Fo
cus
Beha
viou
r (b
ehav
iour
we
aim
to
chan
ge)
Tr
igge
rs
(wha
t tr
igg
ers
beh
avio
ur)
Poss
ible
Beh
avio
urs
(reac
tion
to t
rigg
ers)
Teac
her R
espo
nse
(wha
t w
e ar
e do
ing)
Care
for
Your
self
•B
e ho
nest
•B
e a
goo
d fr
iend
and
play
saf
ely
•Re
spec
t ot
hers
priv
acy
•K
eep
hand
s an
d fe
et to
your
self
•Re
spec
t ot
her p
eop
les
belo
ngin
gs
•B
e H
ygen
ic
•St
ealin
g
•D
isho
nest
y
•H
urtin
g ot
hers
•Se
nsor
y (p
laci
ng th
ings
in m
outh
, han
ds
in
pant
s)
•Pe
rfec
tioni
sm
•Ea
ting
in to
ilets
•M
akin
g m
ista
kes
in w
ritin
g or
draw
ing
•W
hen
she
wan
ts
som
ethi
ng
•B
eing
cau
ght
taki
ng t
hing
s
•Ti
redn
ess
•H
ung
er
•N
oise
•H
ittin
g/ki
ckin
g
•Sc
ream
ing
•B
iting
•A
bsco
ndin
g fr
om
clas
sroo
m
•St
ealin
g
•V
erb
al w
arni
ng a
nd e
xpla
in
cons
eque
nce
for b
ehav
iour
whe
n es
cala
ting
.
•C
onsi
stan
t c
onse
que
nces
. Ens
ure
beha
viou
r flo
wch
art i
s fo
llow
ed.
•C
over
or
rem
ove
erro
rs fr
om w
ork
to
mai
ntai
n ca
lm.
•D
iscu
ss b
ehav
iour
s on
ce c
alm
.
•So
cial
sto
ries
and
vis
ual C
ues
– Re
gard
ing
ste
alin
g an
d se
nsor
y se
ekin
g.
•Ve
rbal
pra
ise
and
ack
now
led
gmen
t w
hen
dis
pla
ying
exp
ecte
d be
havi
ours
.
•If
tired
ness
/hun
ger i
s ev
iden
t, p
rovi
de
rest
tim
e or
qui
et s
pac
e if
wan
ted.
•En
cour
age
to ta
ke d
eep
bre
aths
whe
n ls
how
ing
low
leve
ls o
f ag
ress
ion.
Care
for
Oth
ers
Care
for
your
Le
arni
ng
Care
for
your
Sc
hool
Appendix 1.7 Behaviour Management Plan
Classroom Behaviour Management
Preconditions • Planned, engaging lessons that provide opportunity for personalised
learning and success. • PBS is implemented with consistent language used. • Redirection of focus and learning has occurred.
1st Stage (Classroom Management)
• Redirection of learning
• Student conference
• Moving seats
2nd Stage (Buddy Class Support)
• Student conference
• Move rooms or safe space (10 mins)
• Outline expectations
• Consequence in own time (Teacher to
deliver & follow up)
• Complete SWIS form (minor)
3rd Stage (Leadership Support)
• Behaviour continues
• Leadership will find alternate space• Phone call home by class teacher if
behaviour is consistently reoccurring• Student removed• Consequence in own time (teacher to
deliver & follow up)• Student returned to class at the
beginning of the next session • Complete SWIS form (major)
4th Stage (Principal)
• Withdrawn from class for rest of day• Phone call home• Possible suspension• PSG Meeting for ongoing issues• Complete SWIS form (major)
Consequences • Stage 2 & 3 must be delivered and followed
up by the teacher in charge of that student at that time.
• Certainty not severity! If you say it is going to happen, make sure it does and follow through.
• Should happen as soon as possible to the initial incident.
• Complete unfinished learning in own time.
Communication • All communication about students will take
place as soon as practicable following the incident.
• Parents of students that have had two or more referrals in one day should receive communication from their child’s teacher or the office depending on the stage of behaviour.
Note: Major behaviours may warrant
immediate steps to stage 4.
Phone Extensions
Stage 3 Behaviour - Office 201 Stage 4 Behaviour - Trent 202
Mobile 0419 392 323
PAGE 32
Appendix 1.8 - Behaviour Management Plan Yard
PAGE 33
Ya
rd B
eh
avi
ou
r M
an
ag
em
en
t
•D
isre
spec
t
•D
efia
nce
•D
isru
ptio
n
•In
appr
opria
te L
angu
age
•U
nifo
rm V
iola
tion
•Te
chno
logy
Vio
latio
n
•P
rope
rty M
isus
e
•P
hysi
cal C
onta
ct
•P
layi
ng in
Toi
lets
•Li
tterin
g
•P
hysi
cal A
ggre
ssio
n
caus
ing
bodi
ly h
arm
•Le
ft s
choo
l gro
unds
•Fi
ghtin
g
•O
ut o
f Bou
nds
•D
efia
nce
/ Ins
ubor
dina
tion
•N
on-C
ompl
ianc
e
•A
busi
ve L
angu
age
•P
rofa
nity
•D
isru
ptio
n
•D
isre
spec
t
•S
kip
Cla
ss /
Tard
y
•H
aras
smen
t
•B
ully
ing
(rep
eate
d)
•Th
eft
•Te
chno
logy
Vio
latio
n
•P
rope
rty D
amag
e
•V
anda
lism
Stu
de
nt
We
llb
ein
g
If a
stud
ent r
equi
res
follo
w u
p du
ring
clas
s tim
e re
gard
ing
an in
cide
nt
durin
g pl
ay ti
mes
, ple
ase
cont
act t
he o
ffice
for l
eade
rshi
p su
ppor
t.
Fir
st
Re
spo
nse
In
vest
igat
e in
cide
nt a
nd e
stab
lish
deta
ils a
nd w
ho is
invo
lved
. •
Is th
is s
tude
nt is
hav
ing
ongo
ing
issu
es in
the
yard
? •
Is th
is a
repe
ated
beh
avio
ur?
•
Has
the
min
or is
sue
beco
me
maj
or?
If so
mov
e to
maj
or
resp
onse
.
Y E S
N O
Ve
rba
lly
Re
dir
ect
•S
tate
beh
avio
ur s
how
n •
Sta
te e
xpec
tatio
n •
Exp
lain
reas
onin
g •
Rec
ord
on S
WIS
form
. •
Offe
r ass
ista
nce.
Re
str
icti
on
of
pla
ytim
e
•S
tate
beh
avio
ur s
how
n an
d ou
r ex
pect
atio
n fo
r beh
avio
ur
•E
xpla
in c
onse
quen
ce (w
alk
with
te
ache
r for
5 m
inut
es w
here
w
arra
nted
) •
Rec
ord
on S
WIS
form
and
pas
s di
rect
ly to
offi
ce.
Ve
rba
lly
Re
dir
ect
•S
tate
beh
avio
ur s
how
n •
Sta
te e
xpec
tatio
n •
Exp
lain
reas
onin
g •
Stu
dent
to w
alk
with
te
ache
r for
10
min
utes
•
Rec
ord
on S
WIS
form
an
d pa
ss d
irect
ly to
of
fice
for f
ollo
w u
p.
Imm
ed
iate
co
nse
qu
en
ces
•C
onta
ct o
ffice
on
5829
2426
or
send
in c
ard
from
yar
d du
ty b
ag
•S
tate
beh
avio
ur s
how
n an
d ou
r ex
pect
atio
n fo
r beh
avio
ur
•E
xpla
in a
s co
nseq
uenc
e st
uden
t to
now
wal
k w
ith te
ache
r whi
le
wai
ting
for o
ffice
sup
port
•R
ecor
d on
SW
IS fo
rm a
nd p
ass
dire
ctly
to o
ffice
•
Not
ify o
ffice
if c
lass
room
teac
her
need
s to
be
info
rmed
.
Ma
jor
M
ino
r
Fir
st
Re
spo
nse
In
vest
igat
e in
cide
nt a
nd e
stab
lish
deta
ils
and
who
is in
volv
ed.
•D
oes
the
beha
viou
r war
rant
im
med
iate
rem
oval
from
yar
d?
Pre
co
nd
itio
ns
Stu
dent
s w
ill b
e pr
ovid
ed w
ith m
ultip
le p
lay
spac
es th
at o
ffer e
ngag
ing
play
opp
ortu
nitie
s. P
BS
is im
plem
ente
d w
ith c
onsi
sten
t lan
guag
e us
ed.
Y E S
N O
Appendix 2.1 – Severe Behaviours Flowcharts
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Absconding Safety Plan (Off Property)
STATE CLEAR EXPECTATIONS IN A CALM AND NON-CONFRONTATIONAL VOICE
CHILD THREATENS TO LEAVE SCHOOL PROPERTY
CHILD RETURNS SAFELY
NO IMMINENT DANGER
OBSERVE, SUPPORT AND DE ESCALTE
ENGAGE IN RECOVERY PLAN
ENSURE STUDENT SAFETY: May involve restraint
Continue to communicate location to office
ABSCONDING CONTINUES DISCREETLY CONTACT OFFICE
REVISE/RESTORE/DEBRIEF
DUTY OF CARE: ensure safety of all
CONFIRM STUDENT HAS LEFT PROPERTY
FOLLOW FROM A SAFE DISTANCE AND CONTINUE CONTACT WITH SCHOOL
DO NOT CHASE
REASONABLE CONCERN OF IMMINENT DANGER
STUDENT RETURNS TO SCHOOL/IS PICKED UP BY
PARENT
ENGAGE EMERGENCY MANAGEMENT PROCESS Assist in restraint/apprehension of student
and contain Area
STUDENT ESCALATES
The picture can’t be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Guidelines for Violent Behaviour & Absconding
RESTRAINT CAN ONLY BE USED WHEN….
1. The situation is an emergency and the danger of harm to the student and/or others is imminent. 2. It prevents the student from inflicting harm on themselves and/or others. 3. There is no reasonable alternative that can be taken to avoid the danger.
VIOLENT BEHAVIOUR IS DEFINED AS.....
- Verbal threats of violence. - Physical proximity threat. - Biting - Hitting - Spitting - Scratching - Head butting - Throwing objects
WHEN GIVING DIRECTIONS……
Be clear and state the expected behaviour, for example
“Trent, you need to stop and move away from the student.”
Do not deliver consequences at this stage, keep instruction simple and direct.
DEBRIEF
Debriefing is an essential step after managing an incident. By reflecting on the events prior, during and after an incident, a plan to modify interventions or teach new skills can be created.
Ensure DET procedures and guidelines are followed and if any staff member requires it, counselling can be
accessed through the Employee Assistance Program.
RE-INTRODUCTION TO SCHOOL
A parent meeting with all relevant parties to occur prior to the students re-introduction to school.
Review of Behaviour Management and Safety Plans to occur with external agencies to be engaged as required.
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Recovery Plan for Violent Behaviour
CREATE CONVERSATION IN A CALM AND NON-CONFRONTATIONAL VOICE “Would you like to talk about this here, or do we need to go to the office?”
BEHAVIOUR STOPS/DEESCALATES
CURRENT LOCATION
CONTINUE TO SPEAK IN A CALM AND NON-CONFRONTATIONAL VOICE “Are you ready to make this right?”
ENGAGE IN RESTORATIVE PRACTICE
REFER TO SCHOOL RULES/VALUES
REFUSES
REMOVE FROM OTHER STUDENTS AND FROM AREA
MAINTAIN SEPERATION AND SUPERVISION UNTIL CALM
OFFICE LOCATION
YES
NOT FEASIBLE TO REMAIN SUPERVISED
SCHOOL DIRECTED DISCIPLINE AND PROCESS TO BE APPLIED ie Suspension
PAGE 36
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Violent Behaviour Safety Plan
THREATENING BEHAVIOR EXHIBITED
RE STATE CLEAR EXPECTATIONS WITH PREFERRED BEHAVIOUR CHOICES STATED AND ENCOURAGED
BEHAVIOUR CONTINUES/ESCALATES BEHAVIOUR STOPS/DE ESCALATES
ENGAGE RECOVERY PLAN
ISOLATE STUDENT THROUGH RELOCATION/REMOVAL
OR REMOVE ALL OTHER STUDENTS
DISCREETLY CALL OFFICE FOR ASSISTANCE
BEHAVIOUR STOPS/DEESCALATES
BEHAVIOUR CONTINUES/EXCALATES
IMMINENT DANGER
ENSURE SAFETY OF ALL
LEADERSHIP CALL PARENT/POLICE
NO IMMINENT DANGER
ISOLATE STUDENT AND MONITOR
FOLLOW DET EMERGENCY MANAGEMENT PROCEDURES
Appendix 1.9 – Safety Management Plan Example
PAGE 34
Pri
ncip
al: T
rent
McC
rae
15 S
choo
l Roa
d S
hepp
arto
n E
ast 3
631
Ph:
582
9 24
26
Saf
ety
Pla
n –
Term
4 2
016
N
ame:
Dat
e of
Bir
th:
C
lass
:
Dia
gnos
is:
B
ackg
roun
d: S
tude
nt N
ame
dem
onst
rate
s ex
trem
e be
havi
ours
and
stru
ggle
s w
ith im
puls
e co
ntro
l, of
ten
actin
g ou
t agg
ress
ivel
y w
ith w
ords
and
act
ions
. In
the
past
Stu
dent
N
ame
has
show
n th
at h
e is
aw
are
of th
e di
ffere
nce
betw
een
right
and
wro
ng b
ut s
trugg
les
to k
eep
posi
tive
inte
ract
ions
with
pee
rs a
nd te
ache
rs. W
hen
frust
rate
d or
ang
ry
Stu
dent
Nam
e m
ay re
fuse
to c
ompl
y w
ith in
stru
ctio
ns, b
ecom
e ag
itate
d, h
it, k
ick,
spi
t, th
row
obj
ects
, scr
eam
, thr
eate
n, d
estro
y ob
ject
s, a
ttem
pt to
leav
e th
e sc
hool
gro
unds
, and
us
e ab
usiv
e la
ngua
ge. W
ithin
the
scho
ol g
roun
ds a
nd in
side
the
clas
sroo
m th
is b
ehav
iour
pre
sent
s a
safe
ty c
once
rn to
him
self,
the
othe
r stu
dent
s an
d to
sch
ool s
taff.
Whe
n he
is
beh
avin
g in
suc
h a
way
as
to c
onst
itute
a d
ange
r to
him
self
or o
ther
s, th
e fo
llow
ing
safe
ty p
lan
will
be
enac
ted:
1st S
tage
– C
lass
room
Man
agem
ent
Stu
dent
Nam
e be
have
s is
suc
h a
way
that
he
inte
rrup
ts th
e le
arni
ng o
f his
cla
ssm
ates
. Cle
ar in
stru
ctio
n gi
ven
and
a di
stra
ctio
n ac
tivity
that
he
enjo
ys w
ill b
e of
fere
d
(tim
e lim
it gi
ven
and
re-n
egot
iate
d if
mor
e tim
e is
nec
essa
ry).
Stu
dent
Nam
e is
giv
en th
e op
portu
nity
to re
mai
n in
the
clas
sroo
m to
con
tinue
his
lear
ning
.
Situ
atio
n E
scal
ates
to 2
nd S
tage
Beh
avio
urs
Allo
w S
tude
nt N
ame
to le
ave
the
room
and
sit
in o
ffice
to c
alm
dow
n an
d th
en re
turn
to
clas
s w
hen
calm
with
con
sequ
ence
s to
be
deliv
ered
dur
ing
play
time.
Beh
avio
ur e
scal
ates
to 3
rd S
tage
Beh
avio
urs
Stu
dent
Nam
e is
enc
oura
ged
to re
loca
te to
a s
ecur
e ar
ea w
here
he
is s
afe
and
give
n th
e op
portu
nity
to s
peak
with
som
eone
abo
ut h
ow h
e is
feel
ing
and
the
caus
e of
his
ou
tbur
st. O
nce
Stu
dent
Nam
e is
pro
vide
d w
ith a
Beh
avio
ur R
efle
ctio
n fo
rm to
com
plet
e th
en m
ay re
turn
to c
lass
with
con
sequ
ence
s to
be
deliv
ered
dur
ing
play
time.
Beh
avio
ur c
ontin
ues
to 4
th S
tage
S
tude
nt N
ame
is n
o lo
nger
abl
e to
con
trol h
is e
mot
ions
and
bec
omes
agg
ress
ive
tow
ards
oth
ers
phys
ical
ly. S
tude
nt N
ame
is re
mov
ed to
a s
ecur
e ar
ea to
ens
ure
his
safe
ty a
nd th
e sa
fety
of
othe
rs. I
f rem
oval
is n
ot v
iabl
e, th
en b
ysta
nder
s ar
e to
be
relo
cate
d. W
here
relo
catio
n is
un
viab
le, r
estra
int a
nd in
volu
ntar
y re
mov
al w
ill be
requ
ired
to e
nsur
e th
e sa
fety
of a
ll in
volv
ed.
Par
ent c
onta
ct w
ill b
e m
ade
with
sus
pens
ion
to fo
llow
. Par
ent m
eetin
g w
ith a
ll re
leva
nt p
erso
nnel
to
be
held
bef
ore
rein
trodu
ctio
n to
sch
ool o
ccur
s.
Pos
itive
Res
pons
e S
tude
nt N
ame
mak
es a
goo
d ch
oice
and
is a
ble
to c
ontin
ue h
is
lear
ning
in th
e cl
assr
oom
with
sup
port
from
his
teac
her.
Pos
itive
Res
pons
e S
tude
nt N
ame
mak
es a
goo
d ch
oice
and
suc
cess
fully
retu
rns
to
clas
s w
ith s
uppo
rt to
be
give
n to
Stu
dent
Nam
e an
d hi
s te
ache
r by
Lead
ersh
ip a
nd E
S.
Stu
dent
Nam
e is
mon
itore
d fo
r rem
aind
er o
f day
with
freq
uent
ch
eck
ins
to o
ccur
.
Appendix 2.0 – Behaviour Reflection Form
PAGE 35
PB
S B
eh
avi
ou
r R
efl
ec
tio
n F
orm
Na
me
: ___
____
____
____
____
____
__
Da
te: _
____
____
Wh
at
ha
pp
en
ed
? (
Wh
o?
Wh
at?
Wh
en
? W
he
re?
Wh
y?)
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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____
____
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____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
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____
____
____
____
____
____
____
____
____
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____
____
____
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____
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____
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____
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__
____
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____
____
____
____
____
____
____
____
____
____
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____
____
____
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____
____
____
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____
__
__
____
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____
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____
____
____
____
____
____
____
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____
____
____
__
__
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Wh
at
gre
en
ch
oic
e w
ill y
ou
ma
ke n
ext
tim
e?
Ho
w w
ill y
ou
so
lve
th
is p
rob
lem
?
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
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____
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____
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__
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____
____
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____
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____
____
____
____
____
____
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____
____
____
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____
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____
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____
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____
____
____
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____
____
____
____
____
____
__
____
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____
____
____
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____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
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____
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____
____
____
____
____
____
____
Va
lue
I n
ee
d t
o p
rac
tise
....
Ho
w d
id I
fe
el?
H
ow
did
oth
ers
fe
el?
Va
lue
I n
ee
d t
o p
rac
tise
....
Wh
at
ha
pp
en
ed
? (
Wh
o?
Wh
at?
Wh
en
? W
he
re?
Wh
y?)
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
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____
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____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Ho
w d
id I
fe
el?
H
ow
did
oth
ers
fe
el?
Wh
at
gre
en
ch
oic
e w
ill y
ou
ma
ke n
ext
tim
e?
Ho
w w
ill y
ou
so
lve
th
is p
rob
lem
?
Dra
w a
pic
ture
sh
ow
ing
th
is.
PB
S B
eh
avi
ou
r R
efl
ec
tio
n F
orm
Na
me
: ___
____
____
____
____
____
__
Da
te: _
____
____
Appendix 2.1 – Severe Behaviours Flowcharts
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Absconding Safety Plan (Off Property)
STATE CLEAR EXPECTATIONS IN A CALM AND NON-CONFRONTATIONAL VOICE
CHILD THREATENS TO LEAVE SCHOOL PROPERTY
CHILD RETURNS SAFELY
NO IMMINENT DANGER
OBSERVE, SUPPORT AND DE ESCALTE
ENGAGE IN RECOVERY PLAN
ENSURE STUDENT SAFETY: May involve restraint
Continue to communicate location to office
ABSCONDING CONTINUES DISCREETLY CONTACT OFFICE
REVISE/RESTORE/DEBRIEF
DUTY OF CARE: ensure safety of all
CONFIRM STUDENT HAS LEFT PROPERTY
FOLLOW FROM A SAFE DISTANCE AND CONTINUE CONTACT WITH SCHOOL
DO NOT CHASE
REASONABLE CONCERN OF IMMINENT DANGER
STUDENT RETURNS TO SCHOOL/IS PICKED UP BY
PARENT
ENGAGE EMERGENCY MANAGEMENT PROCESS Assist in restraint/apprehension of student
and contain Area
STUDENT ESCALATES
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Guidelines for Violent Behaviour & Absconding
RESTRAINT CAN ONLY BE USED WHEN….
1. The situation is an emergency and the danger of harm to the student and/or others is imminent. 2. It prevents the student from inflicting harm on themselves and/or others. 3. There is no reasonable alternative that can be taken to avoid the danger.
VIOLENT BEHAVIOUR IS DEFINED AS.....
- Verbal threats of violence. - Physical proximity threat. - Biting - Hitting - Spitting - Scratching - Head butting - Throwing objects
WHEN GIVING DIRECTIONS……
Be clear and state the expected behaviour, for example
“Trent, you need to stop and move away from the student.”
Do not deliver consequences at this stage, keep instruction simple and direct.
DEBRIEF
Debriefing is an essential step after managing an incident. By reflecting on the events prior, during and after an incident, a plan to modify interventions or teach new skills can be created.
Ensure DET procedures and guidelines are followed and if any staff member requires it, counselling can be
accessed through the Employee Assistance Program.
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Recovery Plan for Violent Behaviour
CREATE CONVERSATION IN A CALM AND NON-CONFRONTATIONAL VOICE “Would you like to talk about this here, or do we need to go to the office?”
BEHAVIOUR STOPS/DEESCALATES
CURRENT LOCATION
CONTINUE TO SPEAK IN A CALM AND NON-CONFRONTATIONAL VOICE “Are you ready to make this right?”
ENGAGE IN RESTORATIVE PRACTICE
REFER TO SCHOOL RULES/VALUES
REFUSES
REMOVE FROM OTHER STUDENTS AND FROM AREA
MAINTAIN SEPERATION AND SUPERVISION UNTIL CALM
OFFICE LOCATION
YES
NOT FEASIBLE TO REMAIN SUPERVISED
SCHOOL DIRECTED DISCIPLINE AND PROCESS TO BE APPLIED ie Suspension
PAGE 36
The picture can't be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Violent Behaviour Safety Plan
THREATENING BEHAVIOR EXHIBITED
RE STATE CLEAR EXPECTATIONS WITH PREFERRED BEHAVIOUR CHOICES STATED AND ENCOURAGED
BEHAVIOUR CONTINUES/ESCALATES BEHAVIOUR STOPS/DE ESCALATES
ENGAGE RECOVERY PLAN
ISOLATE STUDENT THROUGH RELOCATION/REMOVAL
OR REMOVE ALL OTHER STUDENTS
DISCREETLY CALL OFFICE FOR ASSISTANCE
BEHAVIOUR STOPS/DEESCALATES
BEHAVIOUR CONTINUES/EXCALATES
IMMINENT DANGER
ENSURE SAFETY OF ALL
LEADERSHIP CALL PARENT/POLICE
NO IMMINENT DANGER
ISOLATE STUDENT AND MONITOR
FOLLOW DET EMERGENCY MANAGEMENT PROCEDURES
Appendix 2.2 – Check In, Check Out
PAGE 37
Check in feeling:
Check out feeling:
Comment: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Daily Goal:
______________________________________________________
______________________________________________________
9:00 – 10:00 am
Session:
___________________
10:00 – 11:00 am
Session:
___________________
11:30 – 12:30 pm
Session:
___________________
1:15 – 2:15 pm
Session:
___________________
2:30 – 3:30 pm
Session:
___________________
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
Recess Lunch Mini Recess
1 2 3 1 2 3 1 2 3
Classroom Behaviour Daily Total: _________
Playground Behaviour Daily Total: _________
Daily Goal for Monday:
______________________________________________________
______________________________________________________
______________________________
Check in feeling:
9:00 – 10:00 10:00 – 11:00 11:30 – 12:30 1:15 – 2:15 2:30 – 3:30
Lesson:
________________________
Lesson:
________________________
Lesson:
________________________
Lesson:
________________________
Lesson:
________________________
Recess Lunch Afternoon Recess
Check out feeling:
Comment: _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
PAGE 39
Appendix 2.4 – Definitions of Behaviour
Minor Problem Behaviour Definition
Defiance Student engages in brief or low intensity failure to follow directions or talks back.
Disrespect Student delivers low intensity, socially rude or dismissive messages to adults or students.
Disruption Student engages in low intensity, but inappropriate disruption.
Inappropriate Language Student engages in low intensity instance of inappropriate language.
Out of Bounds Students intentionally leaves designated area and enters an out of bounds area.
Physical Contact Student engages in non-serious but inappropriate physical contact.
Property Misuse / Damage Student engages in low intensity misuse or damage of school or personal property.
Tardy Student arrives at class after the bell.
Technology Violation Student engages in non-serious but inappropriate use of technology that violates use of technology agreement.
Other Student engages in other low intensity minor behaviour that does not fall into the above categories.
Major Problem Behaviour Definition
Abusive / Inappropriate Language
Student delivers verbal messaged that include swearing, name calling, or use of words in an inappropriate way.
Bullying The delivery of verbal, physical, social or cyber messages that involve intimidation, teasing, taunting, threats or name calling. Behaviour is targeted, repeated, uses unfair power and occurs over a length of time.
Defiance / Non-Compliance Student refuses to follow instructions or talks back.
Disrespect Student delivers socially rude of dismissive messages to adults or students.
Disruption Student engages in behaviour that disrupts learning or activities. Disruption includes sustained loud talk, yelling, screaming, creating a disturbance through banging or tapping and/or sustained out of seat behaviour.
Fighting Student is involved in mutual participation in an incident involving physical violence.
Forgery / Theft / Plagiarism Student is in possession of, having passes on, or being responsible for the removal of someone else’s property; or the student has signed a person’s name without their permission or claims someone else’s work as their own
Out of School Bounds Students intentionally leaves defined school boundaries.
Physical Aggression Student engages in actions involving serious physical contact where injury may occur such as hitting, punching, hitting with an object, kicking, hair pulling, scratching etc
Property Vandalism / Damage
Student engages in an activity that results in the destruction of disfigurement property.
Skip Class Student leaves or misses class without permission.
Technology Violation Student engages in serious inappropriate use of technology that violates use of technology agreement and/or compromises their or others safety.
Other Student engages in other problem behaviour that does not fall into the above categories.
PAGE 40
Appendix 2.5 – Process for Referral Flow Chart
The picture can’t be displayed.
Principal: Trent McCrae 15 School Road
Shepparton East 3631 Ph: 5829 2426
Process for Referral TIER 2 INTERVENTION
TIER 2 REFERRAL FORM IS OBTAINED FROM OFFICE, COMPLETED, PLACED IN CONFIDENTIAL ENVELOPE (IF REQUIRED) AND RETURNED TO OFFICE
STAFF, FAMILY OR STAKEHOLDER IDENTIFIES STUDENT NEED FOR TIER 2 INTERVENTION
REFERRAL IS READ BY PRINCIPAL WHO WILL ESTABLISH NEED
STUDENT SUPPORT GROUP MEETING ORGANISED WITH STAKEHOLDERS AND INDIVIDUALISED PLAN DEVELOPED TO ADDRESS STUDENT NEED WITH REVIEW DATE SET FOR 5 WEEKS
IF WELFARE BASED, REFERRAL IS PASSED TO WELFARE CO-ORDINATOR WHO WILL MAKE
CONTACT WITH REFEREE WITHIN 3 BUSINESS DAYS
REVIEW IS CONDUCTED, STUDENT PROGRESS IS RECORDED AND NEED FOR FURTHER REVIEW DISCUSSED. IF REQUIRED, FURTHER REVIEW CONDUCTED IN 5 WEEKS
IF ACADEMIC BASED, REFERRAL IS PASSED TO CLASSROOM TEACHER WHO WILL MAKE CONTACT
WITH REFEREE WITHIN 3 BUSINESS DAYS
PROCESS CONTINUES UNTIL STUDENT NEED IS RESOLVED
PAGE 41
Appendix 2.6 – Referral Form for Tier 2 Supports
Stud
ent R
efer
ral
TIER
2 IN
TERV
ENTI
ON
Stud
ent’s
Str
engt
hs:
Know
n He
alth
Con
cern
s:
Does
the
stud
ent h
ave
a fo
rmal
dia
gnos
is? �
Yes
� N
o If
yes,
wha
t is t
he d
iagn
osis?
(ie
ASD,
ADH
D, O
DD, D
iabe
tes e
tc) _
____
____
____
____
___
Is th
e st
uden
t on
med
icat
ion?
� Y
es �
No
If ye
s, fo
r wha
t rea
son?
(ie
alle
rgie
s, A
DHD,
Dia
bete
s etc
) ___
____
____
____
____
_ An
y ot
her h
ealth
con
cern
s? _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Does
the
stud
ent u
se: �
Gla
sses
� H
earin
g Ai
ds �
Oth
er _
____
____
____
____
___
Curr
ent S
uppo
rts:
(if k
now
n)
� C
ouns
ellin
g / P
sych
olog
ist /
Psyc
hiat
rist (
circle
)
� Le
velle
d Li
tera
cy In
terv
entio
n
� Sp
eech
/ La
ngua
ge T
hera
py
� O
ccup
atio
nal T
hera
py
� P
hysic
al T
hera
py
� A
dditi
onal
in c
lass
supp
ort (
ie A
ide,
visi
ting
teac
her)
� O
ther
:
Plea
se d
escr
ibe:
Addi
tiona
l Inf
orm
atio
n:
Is th
e st
uden
t fro
m a
bili
ngua
l hom
e? �
Yes
� N
o �
Unk
now
n
Is E
nglis
h th
e st
uden
ts fi
rst l
angu
age?
� Y
es �
No
� U
nkno
wn
Does
the
stud
ent’s
aca
dem
ic re
port
s ref
lect
the
area
of c
once
rn? �
Yes
� N
o �
Unk
now
n
Has t
he c
hild
exp
erie
nced
a fa
mily
cris
is in
the
past
six
mon
ths?
� Y
es �
No
� U
nkno
wn
(if y
es p
leas
e de
scrib
e)
Does
the
stud
ent r
ecei
ve se
rvic
es o
utsid
e of
scho
ol? �
Yes �
No �
Unk
now
n (if
yes
ple
ase
desc
ribe)
Stud
ent R
efer
ral
TIER
2 IN
TERV
ENTI
ON
Stud
ent N
ame:
St
uden
t Cla
ss:
Toda
y’s D
ate:
Nam
e of
Ref
eree
: Re
latio
nshi
p to
Chi
ld:
Stud
ent D
.O.B
:
Reas
on fo
r Ref
erra
l:
Atte
ndan
ce D
ata:
N
umbe
r of s
tude
nt a
bsen
ces f
or th
is ye
ar _
____
(
scho
ol to
com
plet
e)
Does
stud
ent a
tten
d sc
hool
regu
larly
? __
___
If at
tend
ance
is ir
regu
lar,
do y
ou k
now
the
reas
on?
Area
s of c
once
rn (p
leas
e tic
k al
l tha
t app
ly)
� O
vera
ll Ac
adem
ic P
erfo
rman
ce
� R
eadi
ng
� W
ritin
g
� N
umer
acy
� La
ngua
ge (r
ecep
tive/
expr
essiv
e)
� P
hysic
al M
otor
Ski
lls
� O
ther
___
____
____
____
____
__
�
Soci
al E
mot
iona
l
Plea
se d
escr
ibe:
�
Beh
avio
ur
Plea
se d
escr
ibe: