Narrogin Senior High School BEHAVIOUR MANAGEMENT PLAN€¦ · The Behaviour Management Plan represents a whole school approach and is built on ... both inside and outside the classroom

Narrogin Senior High School

BEHAVIOUR MANAGEMENT PLAN

Table of Contents

1. Rationale 3

2. Principles 3

3. Rights and Responsibilities 4

4. School Wide Expectations Matrix 5

5. A Positive School Environment 6

6. Bullying Prevention 7

7. Good Standing 8

8. Mobile Phones and Digital Recording and Listening Devices 10

9. Serious Breaches of Discipline 11

10. Conflict Resolution and Sanctions 12

11. Individual Behaviour and Risk Management Plans 13

12. Physical Contact and Restraint 13

13. Suspension 14

14. Exclusion 15

15. Communication 15

16. Monitoring and Review 15

Appendix 1: Student Behaviour Management Procedures

Appendix 2: Negotiated Retrieval of Good Standing

Appendix 3: Movement Slip (To Buddy Class)

Appendix 4: Classroom and Yard Behaviour Management

Procedures

Appendix 5: Sample Individual Behaviour Management Plan

Respect Responsibility & Tolerance

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1. RATIONALE

The establishment of genuine and professional relationships between staff and students is of

paramount importance in creating and maintaining a positive learning environment. Relationships

based on mutual respect, being responsible and tolerant with a demonstrated caring approach by

school staff do make a real difference to the attitudes and behaviours of our students.

The school is committed to providing a safe and orderly learning environment to maximise student

educational outcomes, by creating an atmosphere where students are actively engaged in the

curriculum, feel valued and have a sense of belonging. A further aim is for students to enjoy social

interactions without disruption or fear of harm as well as being encouraged to take responsibility for

their actions. The Behaviour Management Plan represents a whole school approach and is built on

the school’s three core behavioural expectations. These are:

� Respect

� Responsibility

� Tolerance

All student behaviour provides a teaching and learning opportunity. Successful behaviour

management at Narrogin Senior High School has a focus primarily on the promotion of positive

behaviour. Narrogin Senior High School has embraced a reward system to encourage and reinforce

desirable behaviours.

The school has developed a school wide Behaviour Expectations Matrix for teachers to use with their

classes. This matrix explicitly identifies desirable behaviours in a range of contexts. It is to be

reviewed each term in every class so that students are reminded of the agreed school wide

expectations.

The effective management of student behaviour is essential in maintaining order within the school

and for the achievement of improved student outcomes. This is managed with respect, dignity,

procedural fairness and in a consistent manner that enhances an understanding of responsible social

behaviour.

2. PRINCIPLES

The following principles inform and guide the management of student behaviour.

• That the school wide expectations underpin our approach to behaviour management.

• A focus on intervention and prevention in order to enhance student wellbeing.

• Appropriate curriculum and learning strategies to encourage engagement by students.

• Review of student progress and writing of Individual Education Plans as required.

• Restorative practices that are educative in nature to manage student behaviour.

• The management of student behaviour accords with the principles of procedural fairness.

• Teachers have a duty to take reasonable care for the safety of staff and students in their

behaviour management processes.

• Student behaviour is understood within the context of the whole school community; that is staff,

students and parents/caregivers.

• Appropriate reporting, procedures and record keeping which demonstrates accountability and

evidence based decision making.


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3. RIGHTS AND RESPONSIBILITIES

All members of the school community have the RIGHT to:

• Be treated with courtesy and respect

• Work in and enjoy a safe, secure and clean environment

• Teach and learn without disruption

• Achieve their educational potential

• Have their property respected

• Be proud of their achievements.

All members of the school community have the RESPONSIBILITY to:

• Show respect and courtesy to others

• Keep our environment safe, secure and clean

• Ensure that there is no disruption to another person’s teaching/learning environment

• Develop to their potential and to assist others in doing the same

• Respect student, staff and school property

• Ensure that their actions do not discredit the school or the achievements of school

community members.


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4. SCHOOL WIDE EXPECTATIONS (Code of Conduct)

I will….

In the

Classroom

In the

Corridor/Stairwells

Near Vehicle

Areas/Buses

At Assemblies/Emergency

Drills

In the

Toilets/

Change

Rooms

In the

Canteen Area

On the Oval and

in the Yard

Be

Responsible

� Be on time for class

� Bring all books and

materials needed for

the lesson

� Complete all tasks to

the best of my ability

� Leave the classroom in a

tidy state

� Be appropriately

dressed for class

� Walk quietly and keep to the left

� Take turns to pass through doorways

� Line up along the door side of the

corridor

� Place my bag neatly out of the way

� Look and listen for moving

vehicles

� Be alert to safe road

practices

� Stay away from staff car

parks

� Keep to the left on

walkways and paths

� Report to my designated area

� Stay with my teacher and class group

� Arrive and exit in an orderly manner

� Leave the

toilet/change room

clean for others

� Access the

toilets/change

rooms between

classes and during

breaks

� Wash my hands

� Report damage to

the office

� Line up in an

appropriate manner

� Place all rubbish or

unwanted food in the

bin

� Make canteen

purchases at the

beginning of breaks

� Put my rubbish in the bins

provided

� Seek assistance from a

teacher for students in

need

� Return sports equipment

on time

� Play in designated areas

and according to rules

Be

Respectful

� Use positive language

� Speak only when it is

my turn

� Follow teacher

instructions promptly

� Pay attention to the

speaker

� Speak to others in a polite manner

� Always have a movement pass during

class time

� Keep my hands and feet to myself

� Stay out of the corridors during

breaks

� Be mindful of other

people’s property

� Listen to Duty Staff and

Bus Drivers

� Be on time for my bus and

notify the driver if I am not

catching the bus home

� Talk only at appropriate times

� Follow directives from staff members

� Dress appropriately for school

assemblies/gatherings in correct school

uniform

� Be an active and polite listener

� Give others privacy

� Use the

toilets/change

rooms only for their

intended use

� Access only my

personal belongings

� Only purchase my food

� Practise the use of

good manners e.g.

‘please’ and ‘thank

you’

� Consume all food and

drinks during breaks

� Follow directions from

Duty Staff

� Use appropriate

language

� Speak to all in a friendly

manner

� Acknowledge the

personal space of others

Be

Tolerant

� Be patient

� Help others

� Appreciate successes

� Appreciate the views of

others

� Accept that everyone

has different ability

levels

� Allow others to travel freely and fairly

� Show patience whilst walking behind

or past other students or staff

� Be patient and wait my

turn

� Be aware of others and

their needs

� Allow others to have their say

� Celebrate the success and achievement of

others

� Display patience and understanding

� Wait my turn

� Ignore rude

comments and

report graffiti

� Wait patiently

� Allow others to join in

games

� Display a good sporting

attitude

� Accept that mistakes will

happen

� Be welcoming to new

students


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5. A POSITIVE SCHOOL ENVIRONMENT

Relationships. Staff focus on having a genuine professional relationship with the students they

teach. This means being interested in students’ wellbeing, developing their potential, accepting

their mistakes and being compassionate, respectful and understanding of their individual

circumstances. Our staff are guided by the adage that ‘students don’t care what you know until

they know that you care’.

Restorative conversations. When students behave or act inappropriately staff take a restorative

approach. This involves the student identifying the harm done, who has been affected and how

they can restore the balance and put things right.

Thumbs Up cards. These are given to students as rewards for exhibiting commendable behaviour

both inside and outside the classroom along with stickers and wrist bands. Each week students

who receive these cards also go into the draw for canteen vouchers.

Behavioural expectations. Staff regularly reinforce the school’s three key behavioural

expectations through learning opportunities and whole school acknowledgement of responsibility,

respect and tolerance.

Good Standing. Students who maintain their Good Standing have access to privileges and

rewards.

Awards. Subject and attendance awards are given out at assemblies and year meetings.

Letters of Commendation. These are sent home to notify parents of the high standards achieved

by their child in the classroom.

Excursions and sporting events. Students have the opportunity to participate in for example, the

annual Canberra Tour as well as Country Week and a range of sporting competitions with other

schools.

Breakfast Club. Students are able to have a breakfast supplied by the school and mix informally

with staff.

Reward activities. Year coordinators organise extra curricular rewards and excursions.

Student Achievements. Highlight the school and community based achievements of students in

the Narrogin Observer, school newsletter, and notices.

Changing Health Acting Together (CHAT). The health, wellbeing and resilience of students are

targeted through classroom based activities as well as the engagement of students in making

decisions and designing activities.

Respect Responsibility


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6. BULLYING PREVENTION

Bullying is the wilful and conscious desire to hurt, embarrass, threaten or frighten, usually by a

more powerful individual or group against a less powerful individual or group. Bullying is generally

a repeated pattern of behaviour. It can be physical, verbal, relational and psychological in nature

and can include racial and religious comments, sexual harassment, rude gestures, intimidation and

extortion. Increasingly bullying is done online, especially through social media sites like Face Book.

Narrogin Senior High School, whilst recognising that bullying will always be an issue in schools,

affirms in the strongest terms that it is unacceptable behaviour. This includes the actions of both

bullies and bystanders. It is the responsibility of all members of the school community to prevent

bullying from occurring. We will always to endeavour to deal with the bullying at the level at

which it has occurred.

Staff

Teachers prevent and respond to bullying through the following:

• Model appropriate behaviours at all times.

• Establish positive relationships with all staff and students. Treat students and peers with

respect.

• Deal with all reported and observed incidences of bullying using a no blame approach or

restorative conversation.

• Implement strategies that build resilience, foster positive relationships and minimise bullying

in the classroom as required.

• Undertake assigned yard duties and supervision arrangements as required.

• Report incidents of bullying as required.

• Provide relevant support to victims of bullying as required.

Students

Students are encouraged to prevent and respond to bullying through the following:

• Treat fellow students and staff with respect.

• Do not bully other students.

• Be assertive and speak firmly.

• Try to show that you are not upset or frightened.

• Ignore the bully.

• Stay in safe places within the school.

• Tell a responsible adult (teacher, parent, support staff) and/or make a written report if they

are bullied or they see another student being bullied.

• Avoid supporting a bully by standing and watching. Act as a responsible bystander.

• Support a fellow student who is being bullied.

Parents

Parents are informed how to prevent and respond to bullying through the following:

• Reinforce the safe school message at home.

• Watch for the signs that their child is being bullied.

• Speak to a staff member if they suspect or know their child is being bullied.

• Reinforce to their child to tell a responsible adult if they are being bullied.

• Reinforce the message that watching bullying is not okay.

• Model and reinforce ‘non-bullying’ behaviour.


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7. GOOD STANDING

The purpose of Good Standing is to encourage students to abide by the school’s code of conduct

and behavioural expectations. It is also a tool which is used to promote a positive learning

environment and designed to provide extrinsic motivation to all students.

What is Good Standing?

All students commence the year in Good Standing and this is maintained while their conduct and

behaviour are of an acceptable standard. Being in Good Standing allows students to access all the

privileges and rewards offered by the school, while those students who have their Good Standing

withdrawn lose these privileges and access to rewards. A student’s Good Standing is withdrawn

when their conduct or behaviour fails to meet the standards acceptable to the school.

Loss of Good Standing

a) Suspensions

Suspensions for all students will result in six weeks out of Good Standing. Retrieval can commence

immediately which means that a minimum of three weeks is served with three weeks retrieved.

b) Behaviour Record

Three behaviour records in a term incur four weeks out of Good Standing. Retrieval can

commence immediately which means that a minimum of two weeks is served with two weeks

retrieved. Behaviour slips reset at the start of each term.

d) Dress Code

If a student incurs three ‘out of uniform’ reports in a term then they will lose their Good Standing.

To regain Good Standing they must report to the Deputy in full school uniform for five consecutive

days. Dress code slips reset at the start of each term.

e) Truancy

If a student incurs three incidences of truancy in a term then they will lose their Good Standing for

a period of four weeks. Retrieval can commence immediately which means that a minimum of two

weeks is served with two weeks retrieved. Truancy records reset at the start of each term.

f) Mobile Phones and PDM devices

If a student has three mobile phone or PDM device violations in the one term this may result in

either a suspension or four weeks out of Good Standing. Retrieval can commence immediately

which means that a minimum of two weeks is served with two weeks retrieved. The number of

violations resets at the start of each term.

Additional time added for students already out of Good Standing.

Students serve their time out of Good Standing concurrently.

a) Behaviour/Incident Reports, truancy and phones /PDM devices

If a student loses their Good Standing through three behaviour reports, truancy etc (and

consequently is out of Good Standing for four weeks), and they incur another three behaviour

reports, truancy etc at anytime during this period, then the student will be given another four

weeks out of Good Standing to be served concurrently. Therefore, a student can only be out of

Good Standing for four weeks at any point of time or two weeks if retrieval forms are completed.

b) Suspensions

If a student incurs a suspension while out of Good Standing then the student will be given a

further six weeks out of Good Standing, again concurrently. This has the effect that a student can


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only be out of Good Standing at any point in time for a maximum of six weeks or three weeks if

retrieval forms are satisfactorily completed.

c) Combination Losses

Students suspended are out of Good Standing for six weeks, three of which can be retrieved. If a

student incurs three behaviour/incident reports, truancy etc while out of Good Standing for a

suspension then they will be out of Good Standing for another four weeks, served concurrently.

This may mean that there is no extension to the time a student is out of Good Standing (if the

behaviour reports, truancy etc are incurred right at the beginning of their time out of Good

Standing), but in any case it will not be more than another six weeks out of Good Standing.

Similarly, if a student incurs a suspension while out of Good Standing for a suspension then the

student will be given a further six weeks out of Good Standing again served concurrently. This has

the effect that a student can only be out of Good Standing at any point in time for a maximum of

six weeks or three weeks if retrieval forms are satisfactorily completed.

Retrieval of Good Standing

All Good Standing retrieval sheets are to go to the Deputy via the Front Office. Once data has been

recorded this information is placed in the students’ files.

a) All teachers will actively encourage students out of Good Standing to complete retrieval forms.

Teachers will be given a supply of these forms. They will also be available from the front office.

b) For each day that the student submits a satisfactory retrieval form, they will receive a one day

credit. That is, five satisfactorily completed forms equates to five days being subtracted from the

time left that a student is out of Good Standing.

c) The Deputy will use their discretion to judge whether negative comments, blanks or incident

slips incurred when a student is completing a retrieval form, negates the retrieval.

Resetting of Good Standing

a) A student’s loss of Good Standing will continue across the term breaks. If a student has three

weeks remaining out of Good Standing at the end of Term One, they will serve these three weeks

from the start of Term Two.

b) Good Standing resets at the end of each year.

Attendance

Student attendance is not monitored as a matter of course for determining Good Standing.

However, there is a 90 percent attendance requirement for excursions, sports events and reward

activities. Authorised absences are recorded as time present at school for the purpose of this

calculation. Student attendance is taken from the beginning of the year and up to at least two

weeks prior to the date of the excursion or activity. The Teacher in Charge may choose a date

closer to that of the excursion or activity if they so wish as long as parents and students are

notified.

Excursions

Excursions, sports events and reward activities require students to be in Good Standing in order to

attend. Some curriculum based excursions may be exempt from the above Good Standing

requirement. Management will decide which excursions are exempt. The Teacher in Charge of an

excursion, event or reward activity has responsibility for checking which students are in Good

Standing and are subsequently eligible to attend.

Principal’s Discretion

An individual student’s Good Standing can be reviewed at any time at the discretion of the

Principal.


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8. MOBILE PHONES AND DIGITAL RECORDING AND LISTENING DEVICES (MP3s, IPODS,

IPHONES ETC)

Narrogin Senior High School has developed this policy to take into account new forms of

technology which impact on the educational environment of students. Although mobile phones

are getting smaller in size, their functions have increased, and currently include SMS or text

messaging, image capture and image messaging, computer connection, social media connection,

printer connection and others.

School concerns regarding the use of mobile phones:

• Focus removed on education and placed on socialising.

• Students not listening to teachers.

• Students arranging to go home without going through the office when sick or having problems.

• Students sending text messages in the classroom, to another room or beyond the school.

• Ring tones disrupting classes or silent calls distracting students.

• Music causing a distraction to other students.

• Students cheating in tests/exams.

• Students arranging for other students to bring false messages to the teacher so that they can

truant.

• Phones being used to take photographs or record conversations without the knowledge of those

being recorded.

• Problems relating to access rights, privacy, harassment or bullying.

• Theft or damage of phones.

• Social networking being used to create bullying or gossip issues. This could lead to malicious

information and inappropriate images being posted.

Guidelines

• Mobile phones and personal digital media are not to be brought to school. Students have no

need for these devices at school. Any urgent communication can be made through the school

office.

• Staff may only use personal mobile telephones during the day for cases of emergency or in the

privacy of their office or staff areas.

• The authorisation of the Principal or Deputy Principal is required for any variations to these

directions.

• The school takes no responsibility for the loss, theft or damage to mobile telephones or personal

digital media services that are brought to school or other school sponsored functions (either at

school, including socials, or other relevant sites, or whilst travelling to or from school or site.)

• Mobile phones or PDM may be confiscated by staff (staff are to request students voluntarily

submit their phones) and whilst every care is taken following confiscation, the school takes no

responsibility for the loss, theft or damage of any device.

Sanctions

If students are observed with or using mobile phones/PDMs (even if not their own phone/PDM)

First Offence

a) The teacher requests the device from the student and places it with a Mobile Phone Slip at the

front office. The student collects the device at the end of the school week. The student’s name is

recorded centrally on the mobile phone register and a letter is sent home informing

parents/carers. (Letter 1)

b) If the student refuses to hand over the device, the third offence, step (b) is enforced.


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Second Offence


front office. The student collects the device at the end of the end of the school week. The

student’s name is recorded centrally on the mobile phone register and a letter is sent home

informing parents/carers. (Letter 2)

b) If the student refuses to hand over the device, the third offence, step (b) is enforced.

Third Offence


front office. The student’s name is recorded centrally on the mobile phone register and a letter is

sent home informing parents/carers (Deputy to send Notice of Intention to Suspend). The parent

must collect the device from school.

b) If the student refuses to hand over the device, the student’s name is recorded centrally on the

mobile phone register and a letter is sent home informing parents/carers (Deputy to send Notice

of Intention to Suspend). The suspension may be for a longer period than that considered at the

third offence, step (a).

Inappropriate Conduct

It is a criminal offence to use a mobile phone to menace, harass or offend another person.

Students or staff who use mobile phones to engage in personal attacks, harass another person, or

post private information about another person using SMS messages or social networks, or who

take/send private photos or objectionable material, and phone calls may find the matter referred

to the Police.

9. SERIOUS BREACHES OF DISCIPLINE

Physical assault or intimidation of students Physical intimidation refers to any physically

threatening behaviour towards a student.

Verbal and cyber abuse or harassment of students Verbal and cyber abuse or harassment of

students, including offences such as stalking, sexual harassment, sexual innuendo and

manipulation.

Physical assault or intimidation of staff Physical intimidation refers to any physically threatening

behaviour towards school staff.

Verbal or cyber abuse or harassment of staff Verbal or cyber abuse or harassment of staff

including offences such as stalking, sexual harassment, sexual innuendo and manipulation.

Wilful offence against property A wilful offence occurs when there is intent to deface or cause

damage to property. It also encompasses the act of theft.

Violation of school Code of Conduct, behaviour management plan, classroom or school rules.

Substance misuse Incidents involving substances that are not illegal, but threaten the good order

and proper management of the school. Substances such as cigarettes, alcohol and misuse of

prescribed medicines are covered by this category.

Illegal substance offences The substances referred to in this category are those deemed illegal

under the Criminal Code.

Other This category is retained for other serious incidents that are not encompassed by those

above, for example, possession of an item that may be used as a weapon.


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10. CONFLICT RESOLUTION AND SANCTIONS

Conflict and tension between staff and students and amongst students is a feature of all schools.

At Narrogin Senior High School staff take an approach that de-escalates and diffuses situations of

potential or actual conflict. Tensions that arise between teachers and students because of the

inappropriate behaviour of students is managed initially though low key responses.

Two complimentary approaches are used to respond to the behaviour of students from the mildly

disruptive through to that which is extremely challenging. These are Classroom Management

Strategies (CMS) and Restorative Practice, both of which can be used inside and outside the

classroom.

Classroom Management Strategies include:

• Low key responses (for example: the look, proximity and hand gesture)

• Verbal warning

• Squaring off

• Informal contract

• Formal contract.

Restorative Practice involves managing a conflict by refocussing on repairing harm and

strengthening relationships. It endeavours to replace punitive disciplinary processes with those

that support the student and restore relationships harmed by their behaviour. Restorative

conversations can be anything from 30 seconds between a teacher and student to a two hour

conference with three or four students, their parents, teachers, administrative staff an

independent facilitator.

Staff would use the following general format in a restorative conversation to ask students:

• What happened?

• What were they thinking at the time?

• What do they think on reflection?

• What harm has been done and who is affected?

• What needs to happen to make things right?

The benefit of a restorative approach is that students gain a better understanding of the impact

that their actions have had on others. It is a fairer process, although more confronting, as students

are led through the questioning sequence to take responsibility for what they have done. Students

are also likely to be more cooperative as they are included in deciding how to repair the harm.

Classroom Management Strategies and Restorative Practice do not preclude the use of sanctions.

These are necessary and proper and will be imposed as required and, sometimes in conjunction

with a restorative conversation.

The following sanctions can include:

• In class isolation/ desk allocation

• Yard duty

• Phone call/ letter of concern to parent

• Detention (recess, lunch or after school)

• Withdrawal to a buddy class

• Suspension.


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11. INDIVIDUAL BEHAVIOUR AND RISK MANAGEMENT PLANS

Documented plans (Individual Behaviour Management Plans) will be developed when a student’s

behaviour is such that the school’s current management strategies are not effective.

These plans must:

• Be negotiated between school staff, the students and parents if possible.

• Describe the desired behaviours of the student.

• Outline positive and negative consequences required to shape the desired behaviour.

• Outline changes required to the learning environment (for example, Individual Education Plans)

to support the student to modify their behaviour.

• Outline other support to the student.

• Contain a review date and process to assess and modify the plan as necessary.

Documented plans should be developed by classroom teachers. However, in some instances

where a student’s behaviour is challenging in most or all Learning areas, then a whole school

Individual Behaviour Management Plan would be written by the case manager in collaboration

with classroom teachers and HOLAs.

Where a student’s behaviour is considered to present a physical risk to the safety of staff and

students, this will be addressed in the student’s documented plan.

The risk management plan must include:

• A summary of the student’s behaviour and the risk it presents.

• The known antecedents to the behaviour and strategies which de-escalate this behaviour.

• Strategies in place to support staff and manage the risk.

• An outline of other resources to manage the student’s behaviour.

• An outline of the method of communicating the plan to staff.

12. PHYSICAL CONTACT AND RESTRAINT

The school encourages an ethos where physical restraint or contact with students is unnecessary.

Staff will only consider physical restraint of students when other less intrusive alternatives have

failed or are deemed inappropriate. Physical restraint will only be used if a student is acting in a

manner that places at risk the safety of any person or there is a risk of damage to property.

When restraint is used:

• It can only be used to prevent the student injuring themselves, others or damaging school

property.

• Staff members will maintain communication with the student to de-escalate the situation.

• It will stop as soon as staff determine that the student no longer presents a risk to safety.

• The principal will provide appropriate support to staff, students and parents as required.

Staff may use physical contact to care for a student or to manage their behaviour. Contact may

be used to prompt, give reassurance or offer support in a variety of situations. However, staff

need to be aware that some students find the use of physical contact unwelcome or inappropriate.

Before any form of physical contact is used staff should consider the:

• Age of the student.

• Situation in which contact is being used.

• Purpose of the physical contact.

• Likely response of the student.


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13. SUSPENSION

A student can be suspended from school when the administration team consider they have

committed a breach of school discipline. The maximum period of suspension is five days for a

breach of school discipline and 10 days for a serious breach of school discipline.

Suspension must take into account the following:

• Consultation with the student and parents. This is essential when a student is suspended.

• Periods of suspension cannot be imposed consecutively.

• The suspension must terminate at the end of the school term in which it was imposed.

• Conditions cannot be placed upon a students return to school.

• A student suspended prior to the end of the school day cannot be allowed to leave the school

grounds without an arrangement with the parents to get the student home.

• Staff will provide educational materials to any student suspended for three or more consecutive

days or who has accumulated five days or more in a calendar year.

• A suspended student may be on school property for specific activities with the Principal’s

permission. However, if a student does enter school grounds without permission an additional

period of suspension can be imposed.

• Students should have a post suspension interview with the Deputy as soon as possible upon

their return.

• Information regarding suspensions will be entered into the school’s information management

system (SIS).


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14. EXCLUSION

The principal can recommend that an exclusion order be made as a consequence of behaviour

that breaches school discipline when the student’s behaviour:

• Has threatened the safety of any person on school premises.

• Is likely to cause or result in damage to school or personal property.

• Has significantly disrupted the education instruction of other students.

Behaviour that leads to a recommendation for exclusion can be either a serious isolated incident

or a persistent pattern of behaviour.

15. COMMUNICATION

All members of the school community will be made aware of the school’s Behaviour Management

Plan and processes.

Staff will be informed of the plan and processes on school development days and/or at staff

meetings. The plan will be stored electronically on the school’s network with its location and path

printed on the document. All learning areas will receive one paper copy of the Behaviour

Management Plan.

Parents will be informed of the plan through their representation on School Council. Information

about the policy and processes will also be disseminated in the school newsletter, website, in

school publications and at other forums.

Students will be made aware of the plan in the school newsletter, daily notices, at year meetings

and by teaching staff as required.

16. MONITORING AND REVIEW

The school’s Behaviour Management Policy will be monitored by the Behaviour Support team. It is

to be reviewed in Term 3 every year and edited as necessary.

Related documents: Department of Education Behaviour Management in Schools January 2008

Version 1.1

Department of Education, Standards and Integrity Branch Physical

Restraint for Managing Student Behaviour: Introduction for school staff


Appendix 1: STUDENT BEHAVIOUR MANAGEMENT PROCEDURES

Student chooses to display inappropriate behaviour:

CMS BUMPS

• Proximity

• The look Student chooses to

• Move within the class behave appropriately

• Private dialogue: in class/ outside classroom/

during recess or lunchtime. (Agreed actions to repair harm).

Student chooses to continue to display inappropriate behaviour:

Buddy System

• Removed to another class Student chooses to

• Complete a ‘Behaviour Record’ behave appropriately

• Arrange a restorative dialogue

(Agreed actions to repair harm)

• Contact parent/ caregiver

• Inform HOLA/ Year Leader and consult with student’s other teachers.

Student chooses to continue to display inappropriate behaviour:

and not adhere to mutually agreed contract:

Restorative Conference

• Buddy system

• Consult with the HOLA Student chooses to

• Contact parent/ caregiver behave appropriately

• Arrange a formal conference:

Student/ Teacher/ Parent/ HOLA

• Restorative dialogue (Agreed actions to repair harm)

• IBMP written by teacher or case manager.

Student chooses to continue to display inappropriate behaviour

and not adhere to formally agreed contract:

Student Services Strategies (Deputy sits on Student Services)

• Consult with the Year leader

• Review of student’s education program Student chooses to

• Optional: internal/ external suspension behave appropriately

• Restorative dialogue with parent/caregiver,

student and classroom teacher.


APPENDIX 2

Negotiated Retrieval of Good Standing

Student Name: Date: ___________

Form: Year:

RESPECT RESPONSIBILITY AND TOLERANCE

Staff, please monitor this student’s behaviour during your class and sign off each time.

I am particularly interested in positive things that you observe.

Period

Comment

(Behaviour / Engagement/Punctuality )

Teacher Signature

Form

1

2

3

4

5

For Admin Use Only

Counted Not Counted

Date: Deputy Signature: ______________________


APPENDIX 3: MOVEMENT SLIP

MOVEMENT SLIP (TO BUDDY CLASS)

Student Name: __________________________________ Date: _______________

From: ____________________________ Room: ______ Time Left: _________

To: ______________________________ Room: ______

Comments: ________________________________________________________

Buddy Class Teacher’s Signature: _______________________________________

CLASS TEACHER TO RETURN TO ISSUING TEACHER


APPENDIX 4: CLASSROOM AND YARD BEHAVIOUR MANAGEMENT PROCEDURES

Examples of Behaviours

Examples of Responses Staff Responsible

Lev

el

1

• Calling out/shouting

• Attention seeking behaviours (eg rocking on chair, tapping pen)

• Interfering with others’ personal property

• Non compliance with teachers’ instructions

• Inappropriate/unwelcome touching of self or others

• Lateness to class

• Littering

• Low Key Responses (eg gesture,

proximity, hand signal)

• Move/isolate student in classroom

or yard

• One to one discussion (restorative

conversation)

• SIS behaviour entry

• Yard duty

• Detention

• Teachers

Lev

el

2

• Verbal abuse of peers

• Verbal abuse of staff

• Intimidating behaviour

• Non compliance with teachers’ instructions

• Inappropriate/unwelcome touching of self or others

• Deliberate swearing

• Petty vandalism

• Truancy from class

• Move/isolate student in classroom

or yard


conversation)

• Parent contact (phone, letter of

concern)

• Write behaviour report/SIS

behaviour entry

• Buddy class

• Yard duty

• Detention

• Teachers

• HOLAs/Line Manager

Lev

el

3

• Major vandalism

• High level verbal abuse of staff

• Major intimidating behaviour

• High level verbal abuse of peers

• Significant inappropriate/unwelcome touching of self or others

• Repeated truancy from class

• Fighting

• Theft


conversation)

• Write behaviour report/SIS

behaviour entry

• Parent contact

• Yard duty

• Detention

• Suspension

• HOLAs/Line Manager

• Deputies


APPENDIX 5: SAMPLE INDIVIDUAL BEHAVIOUR MANAGEMENT PLAN

Name: Student Year: 9 Date: 1 January 2000

This management plan is designed to assist student to comply with school expectations and to gain the most

from his educational opportunities.

Problem Behaviour Target Behaviour (Competing Positive) Rank

Interfering with

other students

Disruptive and

distracting behaviour

Defiant/ Non-

compliant behaviour

Concentrate on student’s own work and maintain a respectful

physical proximity to his peers.

Work quietly and make appropriate verbal comments and

contributions.

Comply with teachers’ instructions without challenge or

interruption.

1

2

3

Negative Consequences (Hierarchy & Frequency) 1. Use low key responses to inappropriate behaviours. 2. Verbal warning with a corrective instruction. 3. Second verbal warning. 4. In class isolation. 5. Behaviour Slip issued. 6. Sent to department’s Buddy Class. 7. If student does not go to the Buddy Class or causes disruption either going to or in

this class, HOLA to contact parents and implement/negotiate detention. Refusal to complete detention will result in a Red Card. Parent to be contacted.

8. Continual refusal to comply with school disciplinary measures as a result of any of the problem behaviours may result in a suspension.

Strategies Positive Consequences (Hierarchy & Frequency)

1. Teachers will use praise to acknowledge desired behaviours. 2. Teachers are to issue Thumbs Up cards to student for demonstrating desired behaviours. 3. Letters of commendation are to be sent home to parents to acknowledge compliance with

one or more of the desired behaviours. 4. If student does not receive any Behaviour Slips for the week he will receive a $2 canteen

voucher.

Define Initial Target Behaviour (Working at his best capacity) 1. Student will keep to themself and allow others to learn by respecting their personal space. 2. Student will act in a way that promotes good order in the classroom and make positive and

respectful contributions to class discussions. 3. Student will follow requests/instructions within a reasonable time frame without argument.


Review Date Week 10 Term 3 Year Leader: ________________________ Parent/Carer ________________________ Student: ____________________________

Severe Clause Parents will be contacted and student may be suspended immediately for gross misbehaviour.

Staff Involved Deputy: _____________________________ Year Leader: __________________________ English: _____________________________ Maths: _______________________________ SELS: ________________________________ Science: _____________________________ HPE: _______________________________ Arts: _________________________________ Technology & Enterprise: ________________ Technology & Enterprise: _________________

Rebuilding Relationships Teachers will always treat student with respect. After an ‘incident’ teachers will start afresh with him and give positive reinforcement for appropriate behaviours.


Narrogin Senior High School BEHAVIOUR MANAGEMENT PLAN€¦ · The Behaviour Management Plan represents a whole school approach and is built on ... both inside and outside the classroom

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