School Wide Positive Behaviour Strategies

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

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


• Academic competence


• 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 1.2 – SPOTTO Certificate

PAGE 27

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 1.5 – Whole Day SWIS Form

PAGE 30

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.



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.




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




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 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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____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

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

?

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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?)

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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




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




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.




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?”


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




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 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: _______________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

Appendix 2.3 – Staff Charter

PAGE 38

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.

Appendix 2.5 – Process for Referral Flow Chart

The picture can’t be displayed.



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

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:

“The programs and strategies implemented by Shepparton East Primary School aim to

promote student engagement, high attendance and positive behaviours.”

15 School Road,

Shepparton East Victoria 3631.

Ph: (03)58 292426

Fax: (03)58 292683

[email protected]

www.shepeastps.vic.gov.au

School Wide Positive Behaviour Strategies

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Transcript of School Wide Positive Behaviour Strategies